Frank Hernandez
Biographic Data
| ID | 3914804 |
|---|---|
| NAME | Frank Hernandez |
| GIVEN NAMES | Frank |
| FAMILY NAME | Hernandez |
| SIGNATURE | HERNANDEZ F |
| AFFILIATIONS | Southern Methodist University |
| ORCID | 0000-0001-7780-0418 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 22 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“We Are Pigeonholed”: Hispanic Male Teachers’ Responses to Stereotypical Assumptions of Their Linguistic Identities
Background: In interrogating systems of whiteness that govern the protection of language ownership, this study draws on raciolinguistics and highlights the experiences of Hispanic male teachers in Texas K–12 systems, where responsibilities and knowledge sharing were shaped by assumed linguistic abilities. On a national scale, Hispanic male teachers account for less than 2% of the teacher workforce. As noted in the literature, this small percentag…
Navigating the Educational Landscape: Experiences of Hispanic Male Teachers in Texas K-12 Schools
Drawing from the National Hispanic Male Teacher Survey (NHMTS) pilot in Texas, this paper aims to expand efforts to recruit, prepare, support, and sustain Hispanic male teachers in K-12 institutions. The findings drawn from 839 educators present becoming a future role model to Hispanic students, dismantling stereotypical assumptions around being Hispanic and male, confronting racism within the teacher role, and the burden of being the translator,…
The Wall” and ICE: Critical Educators’ Emotion and Narratives as They Grapple With Political Debates Concerning Immigration Matters
Immigration debates warrant an analysis that goes beyond the debate itself. On these grounds, in this theoretical essay, we chronicle how critical educators, particularly one teacher-leader and three principals, grapple with political debates on immigration matters. Inspired by critical theoretical methodologies, we bring a novel approach using narrative and emotion theories to bear on political immigration debates, including that of border secur…
Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct
Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The stu…
Schools in vulnerable contexts: Galapagos Islands’ principals and accountability
Rural and remote areas present challenges in the organization of schools, especially when implementing new practices. In this study, we examine the leadership challenges faced by principals in the Galapagos Islands, under the Ministry of Education in Ecuador. The purpose of this case is to examine the work of principals leading schools in this unique context observing the expectations and demands for principals under a newly implemented accountab…
Latina/o School Administrators and the Intersectionality of Professional Identity and Race
This study examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders. Stemming from a larger study at the National Latina/o Leadership Project, we examine the contributions of Latina/o school administrators in the state of Texas in relation to their leadership in K-12 schools. Two hundred twenty-six respondents inform this study. Descriptive and content analyses of data revealed that the inter…
Enhancing the Value of Qualitative Field Notes Through Purposeful Reflection
This commentary outlines the efforts taken to provide doctoral students with purposeful reflection questions to help them enhance the value and utility of qualitative data. It is based upon experiences teaching a doctoral level qualitative research methods course for students enrolled in an executive format doctoral program. Reflexivity of the researcher, reflection, and research design decisions are discussed. Suggestions for purposeful reflecti…
Auditing Inequity: Teaching Aspiring Administrators to Be Social Justice Leaders
While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ethnicity, and social justice leadership and how that thinking is shaped throughout one course. Results indicate that students were vari…
Mujeres in the Principal’s Office: Latina School Leaders
This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants. Included is a description of Latinas' leadership experiences, their career paths, and the influence of racial/ethnic identity on their leadership practice. The findings indicate that Latinas were primarily in urban districts, leading elementary campuses with high mi…
Leadership's Role in Inclusive LGBTQ-Supportive Schools
The field of school-leadership preparation has recently been making a concerted effort to embed social justice issues into the curriculum experiences of aspiring principals. Although much of this effort has focused on the academic achievement among students who are poor, nonnative speakers of English, or non-White, very little attention has been paid to students who identify or are perceived as lesbian, gay, bisexual, transgender, or questioning …
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals’ Cultural Competence
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensi…
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals’ Cultural Competence
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensi…
Leadership's Role in Inclusive LGBTQ-Supportive Schools
The field of school-leadership preparation has recently been making a concerted effort to embed social justice issues into the curriculum experiences of aspiring principals. Although much of this effort has focused on the academic achievement among students who are poor, nonnative speakers of English, or non-White, very little attention has been paid to students who identify or are perceived as lesbian, gay, bisexual, transgender, or questioning …
Mujeres in the Principal’s Office: Latina School Leaders
This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants. Included is a description of Latinas' leadership experiences, their career paths, and the influence of racial/ethnic identity on their leadership practice. The findings indicate that Latinas were primarily in urban districts, leading elementary campuses with high mi…
Schools in vulnerable contexts: Galapagos Islands’ principals and accountability
Rural and remote areas present challenges in the organization of schools, especially when implementing new practices. In this study, we examine the leadership challenges faced by principals in the Galapagos Islands, under the Ministry of Education in Ecuador. The purpose of this case is to examine the work of principals leading schools in this unique context observing the expectations and demands for principals under a newly implemented accountab…
Enhancing the Value of Qualitative Field Notes Through Purposeful Reflection
This commentary outlines the efforts taken to provide doctoral students with purposeful reflection questions to help them enhance the value and utility of qualitative data. It is based upon experiences teaching a doctoral level qualitative research methods course for students enrolled in an executive format doctoral program. Reflexivity of the researcher, reflection, and research design decisions are discussed. Suggestions for purposeful reflecti…
The Developmental Model of Intercultural Sensitivity: A Tool for Understanding Principals’ Cultural Competence
Principals’ understanding and skills pertaining to diversity are important in leading diverse schools and preparing all students for a democratic and multicultural society. Although educational leadership scholars have theorized about exemplary leadership of and for diversity, a developmental perspective on principals’ diversity or cultural competence remains absent. This conceptual paper argues that the Developmental Model of Intercultural Sensi…
Leadership's Role in Inclusive LGBTQ-Supportive Schools
The field of school-leadership preparation has recently been making a concerted effort to embed social justice issues into the curriculum experiences of aspiring principals. Although much of this effort has focused on the academic achievement among students who are poor, nonnative speakers of English, or non-White, very little attention has been paid to students who identify or are perceived as lesbian, gay, bisexual, transgender, or questioning …
Mujeres in the Principal’s Office: Latina School Leaders
This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants. Included is a description of Latinas' leadership experiences, their career paths, and the influence of racial/ethnic identity on their leadership practice. The findings indicate that Latinas were primarily in urban districts, leading elementary campuses with high mi…
Auditing Inequity: Teaching Aspiring Administrators to Be Social Justice Leaders
While much has been written about preparing educational leaders to lead for social justice, much less has been written about how to do so. This study is one of the first to analyze the reflections and written assignments of aspiring administrators to determine what they are currently thinking about poverty, race/ethnicity, and social justice leadership and how that thinking is shaped throughout one course. Results indicate that students were vari…
Latina/o School Administrators and the Intersectionality of Professional Identity and Race
This study examines the intersectionality between professional identities and race/ethnicity among Latina/o school leaders. Stemming from a larger study at the National Latina/o Leadership Project, we examine the contributions of Latina/o school administrators in the state of Texas in relation to their leadership in K-12 schools. Two hundred twenty-six respondents inform this study. Descriptive and content analyses of data revealed that the inter…
Enhancing the Value of Qualitative Field Notes Through Purposeful Reflection
This commentary outlines the efforts taken to provide doctoral students with purposeful reflection questions to help them enhance the value and utility of qualitative data. It is based upon experiences teaching a doctoral level qualitative research methods course for students enrolled in an executive format doctoral program. Reflexivity of the researcher, reflection, and research design decisions are discussed. Suggestions for purposeful reflecti…
Schools in vulnerable contexts: Galapagos Islands’ principals and accountability
Rural and remote areas present challenges in the organization of schools, especially when implementing new practices. In this study, we examine the leadership challenges faced by principals in the Galapagos Islands, under the Ministry of Education in Ecuador. The purpose of this case is to examine the work of principals leading schools in this unique context observing the expectations and demands for principals under a newly implemented accountab…
Using Adolescent Perceptions of Misconduct to Help Educational Leaders Identify and Respond to Sexual Misconduct
Purpose. In the current study, we present data describing adolescents’ perceptions and knowledge of educator sexual misconduct. Prior research has not investigated how adolescents understand these situations, and this information can help school leaders, educators, and researchers both understand how these situations begin and develop programs aimed at identifying cases of misconduct in order to reduce future occurrences. Research Design. The stu…
The Wall” and ICE: Critical Educators’ Emotion and Narratives as They Grapple With Political Debates Concerning Immigration Matters
Immigration debates warrant an analysis that goes beyond the debate itself. On these grounds, in this theoretical essay, we chronicle how critical educators, particularly one teacher-leader and three principals, grapple with political debates on immigration matters. Inspired by critical theoretical methodologies, we bring a novel approach using narrative and emotion theories to bear on political immigration debates, including that of border secur…
Navigating the Educational Landscape: Experiences of Hispanic Male Teachers in Texas K-12 Schools
Drawing from the National Hispanic Male Teacher Survey (NHMTS) pilot in Texas, this paper aims to expand efforts to recruit, prepare, support, and sustain Hispanic male teachers in K-12 institutions. The findings drawn from 839 educators present becoming a future role model to Hispanic students, dismantling stereotypical assumptions around being Hispanic and male, confronting racism within the teacher role, and the burden of being the translator,…
“We Are Pigeonholed”: Hispanic Male Teachers’ Responses to Stereotypical Assumptions of Their Linguistic Identities
Background: In interrogating systems of whiteness that govern the protection of language ownership, this study draws on raciolinguistics and highlights the experiences of Hispanic male teachers in Texas K–12 systems, where responsibilities and knowledge sharing were shaped by assumed linguistic abilities. On a national scale, Hispanic male teachers account for less than 2% of the teacher workforce. As noted in the literature, this small percentag…
Sociology (10 works) · Political science (9 works) · Psychology (7 works) · Pedagogy (6 works) · Critical Race Theory in Education (5 works) · Ethnic group (5 works) · Diverse Education Studies and Reforms (4 works) · Public relations (4 works) · Criminology (3 works) · Education Systems and Policy (3 works)