Abstract
ABSTRACT The purpose of this article is to consider how Latina/o/x school leaders enacted anti-deficit thinking regarding Latina/o/x students and families in particular. Testimonios collected from eight Latina/o/x school leaders were analyzed through the theoretical lens of LatCrit to understand how anti-deficit thinking was enacted. Data analysis revealed that anti-deficit thinking was enacted through leaders’ a) upholding of high expectations; b) embracing Latinidad which informed social justice advocacy; c) promoting bilingualism; and d) engaging parents and families equitably. Findings contribute to increased understanding of Latino Educational Leadership and the operationalization of anti-deficit thinking by school leaders.
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