Osly J Flores
Biographic Data
| ID | 6006596 |
|---|---|
| NAME | Osly J Flores |
| GIVEN NAMES | Osly J |
| FAMILY NAME | Flores |
| SIGNATURE | FLORES O J |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0003-1517-4081 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
"Education as a Pathway to Liberation"
While public and private perceptions over the purpose and value of education have long existed, ongoing politicized attacks on higher education have given new consequences to these tensions. Although literature has examined varying undergraduate student perceptions of education, less has been written about graduate populations. Thus, guided by Labaree’s framework on education’s competing goals, we explore how graduate student perceptions of educa…
Researching Race
The purpose of this systematic review was to synthesize the literature to better understand how the field researched principal preparation in relation to race and racism. Using a critical race theory methodological lens (CRM), we analyzed 36 studies of current candidates or recent graduates with an emphasis on the research design and methods. The research chosen for inclusion was (1) empirical, (2) focused on principal preparation programs in the…
Interrogating Vulnerabilities and Protective Factors Among Latina/o Graduate Students
Prior reviews have documented Latina/o students’ experiences at K–12 and undergraduate levels; yet, there is a dearth of scholarship about the adversity they face and factors that contribute to their successes within graduate contexts. Guided by intersectional r(ac)esilience as a framework, the purpose of this systematic review is to interrogate vulnerabilities and protective factors encountered by Latinas/os as they navigate and progress toward …
Race-Conscious Ethics in School Leadership
Background/Context This research is informed by leadership theory and care ethics and how these theories intersect with race-consciousness. This study contributes to the emerging literature on race-conscious leadership ethics that supports building capacity for equity leadership. Purpose The authors explore the intersection of race-consciousness and leadership ethics, studying how leaders explain their practices for increasing equity, their leade…
Advancing Equity-Based School Leadership
Justice in the Gaps
This article addresses what we are calling “the gaps,” the divergent and contextual understandings of “opportunity gap” and “achievement gap” evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a northeastern state, we explore how school leaders define the “gaps,” use data (in its many forms) to pose questions and construct solu…
The (unspoken) pact
This paper draws from Critical Race and Latina/o Critical Theories to examine the racialized experiences and academic successes of Latino male students in a doctoral program at a predominantly white institution in the Midwest. In doing so, the authors explore the friendship the participants developed with one another as they navigated unchartered waters, or the unknown of graduate school, on their path to graduation. The authors introduce the con…
The problems with colorblind leadership revealed
This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among thre…
Justice in the Gaps
This article addresses what we are calling “the gaps,” the divergent and contextual understandings of “opportunity gap” and “achievement gap” evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a northeastern state, we explore how school leaders define the “gaps,” use data (in its many forms) to pose questions and construct solu…
The (unspoken) pact
This paper draws from Critical Race and Latina/o Critical Theories to examine the racialized experiences and academic successes of Latino male students in a doctoral program at a predominantly white institution in the Midwest. In doing so, the authors explore the friendship the participants developed with one another as they navigated unchartered waters, or the unknown of graduate school, on their path to graduation. The authors introduce the con…
The problems with colorblind leadership revealed
This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among thre…
Advancing Equity-Based School Leadership
The problems with colorblind leadership revealed
This study addresses the complexity of colorblindness as a phenomenon and explains not only its tenacity, but also potential breaks in its hold on school leadership practice. The authors draw from an interview study of 22 school leaders in a county in the Northeastern USA to examine their perceptions and practices associating with leading schools that enroll students of color. The authors propose a multi-ring model that shows variation among thre…
The (unspoken) pact
This paper draws from Critical Race and Latina/o Critical Theories to examine the racialized experiences and academic successes of Latino male students in a doctoral program at a predominantly white institution in the Midwest. In doing so, the authors explore the friendship the participants developed with one another as they navigated unchartered waters, or the unknown of graduate school, on their path to graduation. The authors introduce the con…
Race-Conscious Ethics in School Leadership
Background/Context This research is informed by leadership theory and care ethics and how these theories intersect with race-consciousness. This study contributes to the emerging literature on race-conscious leadership ethics that supports building capacity for equity leadership. Purpose The authors explore the intersection of race-consciousness and leadership ethics, studying how leaders explain their practices for increasing equity, their leade…
Advancing Equity-Based School Leadership
Justice in the Gaps
This article addresses what we are calling “the gaps,” the divergent and contextual understandings of “opportunity gap” and “achievement gap” evident in interviews with principals and school district leaders. Drawing from a sample of 22 interviews in urban, inner-ring suburban, and outer-ring suburban schools in a northeastern state, we explore how school leaders define the “gaps,” use data (in its many forms) to pose questions and construct solu…
"Education as a Pathway to Liberation"
While public and private perceptions over the purpose and value of education have long existed, ongoing politicized attacks on higher education have given new consequences to these tensions. Although literature has examined varying undergraduate student perceptions of education, less has been written about graduate populations. Thus, guided by Labaree’s framework on education’s competing goals, we explore how graduate student perceptions of educa…
Researching Race
The purpose of this systematic review was to synthesize the literature to better understand how the field researched principal preparation in relation to race and racism. Using a critical race theory methodological lens (CRM), we analyzed 36 studies of current candidates or recent graduates with an emphasis on the research design and methods. The research chosen for inclusion was (1) empirical, (2) focused on principal preparation programs in the…
Interrogating Vulnerabilities and Protective Factors Among Latina/o Graduate Students
Prior reviews have documented Latina/o students’ experiences at K–12 and undergraduate levels; yet, there is a dearth of scholarship about the adversity they face and factors that contribute to their successes within graduate contexts. Guided by intersectional r(ac)esilience as a framework, the purpose of this systematic review is to interrogate vulnerabilities and protective factors encountered by Latinas/os as they navigate and progress toward …
Critical Race Theory in Education (6 works) · Political science (5 works) · Psychology (5 works) · Sociology (5 works) · Gender Studies (4 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Critical race theory (3 works) · Educational leadership (3 works) · Higher Education Research Studies (3 works)