of all school personnel, ensuring academic growth, establishing sup-port networks, and sustaining the operational vitality of the school. The majority of respondents identified as principals while a few identified as presidents or heads of schools. This profile focuses on all respondents who are referred to as the principals.
FIGURE 1
RESPONDING PRINCIPALS WHO SELF-IDENTIFY AS HISPANIC AND NON-HISPANIC
Respondents were mostly female (70%) and ranged in age from 25 to over 65, with the most common range from 55-64, (39%). A smaller percent (13%) reported being 65 or older while only 6% are age 25-34. This suggests that 52% are near or at retirement age. The majority of these principals (91%) are U.S. born while the remaining 9% were born outside the U.S., including 3% born in a Hispanic country (most commonly Mexico). This group is well educated, with 93% reporting they earned graduate-level degrees and 7% bachelor degrees. And when asked to provide their ecclesiastical status, 89% identified as lay, 10% as a religious sister, and 1% as a priest or deacon.
International Experiences
When asked about international experiences, only 25% of all respondents reported living or working in another country. Of those, 17% lived in Latin America or Spain for at least one year. Other noted experiences included: being born and raised in a Hispanic country, participating in brief mission trips, and language-immersion programs.
Language Proficiency
Among all respondents, 17% speak Spanish fluently. In the West, 28% reported fluency contrasted with the Midwest where only 8% of principals are fluent and the Northeast with only 11%, while the South is 17%. For principals who identify as Hispanic, the reported percentage for fluency rises to 75%.
Cultural Competency
Only 17% percent of responding principals participated in training related to Hispanic ministry and theology while 83% have not. Such training for this small group most commonly occurred through arch/diocesan workshops (78%) or non-credit courses (56%).
A larger percent (23%) of respondents received training related to cultural competency and Hispanic Catholics. Over half (51%) reported participating in professional development activities, such as workshops, conferences, or seminars. The arch/diocese was cited as the host for these opportunities by 23% of respondents. Topics for training included diversity, Hispanic/Latino culture, recruitment and retention of Hispanic families, and Hispanic spirituality. University classes focused on cultural competency were completed by 21% of respondents as part of degree programs or as standalone courses. Further, 9% of leaders mentioned specific programs such as Notre Dame’s Latino Enrollment Institute or Boston College’s TWIN-CS Academy (information regarding TWIN-CS is on page 19). A few principals reported expanding cultural competency through on-the-job learning, personal study, and travel to Hispanic countries.
Relationship Between Principal Demographics & School Culture and Environment
The survey included a series of questions asking principals about their school’s efforts to integrate Spanish language and/or Hispanic culture into school signage, symbols, rituals, and programming. Overall responses are reported in Section II. Students and Their Families and demonstrate that less than one-third of respondents intentionally integrate the signs, symbols, prayers, or liturgies representing Hispanic language and culture.
• 21% display prominent school signage in Spanish and English.
• 25% report prominent school symbols are intentionally culturally diverse and inclusive.
• 35% share school prayers in Spanish and English.
• 36% report school liturgies include Spanish language components.
However, the percentage of schools engaging in these activities varied based on leaders’ self-reported cultural competency and language fluency. Specifically, prin-cipals who reported prior cultural competency training or Spanish language fluency were substantially more likely to have schools that included one or more of the characteristics above.
The Hispanic Principal
Overall, 14% percent of surveyed principals self-identify as Hispanic or Latino(a). Principals in the West (24%) and South (15%) were more likely to identify as Hispanic/Latino(a) than those in the Northeast (8%) and Midwest (5%). The most common age range for this group is 35-44 (32%) and the majority are women (80%) and were born in the U.S. (77%). There are few differences when Hispanic principals are compared to non-Hispanic principals. Two differences of note are that a larger percentage of Hispanic principals have lived abroad (37% compared to 24%) and a greater percentage have received cultural competency training in Hispanic ministry and theology (23% to 16%).
The chart below demonstrates the differences among principals who are Hispanic and those who are not.
TABLE 2
A PROFILE OF HISPANIC & NON-HISPANIC PRINCIPALS
| NON-HISPANIC PRINCIPALS 557 RESPONDENTS | HISPANIC PRINCIPALS 94 RESPONDENTS | |
| DEMOGRAPHICS | ||
| MOST COMMON AGE RANGE | 55-64 (INCLUDES 40% OF NON-HISPANIC PRINCIPLES) | 35-44 (INCLUDES 32% OF HISPANIC PRINCIPLES) |
| BORN IN THE U.S. | 93% | 77% |
| FLUENT IN SPANISH | 8% | 75% |
| MALE | 31.5% | 20% |
| FEMALE | 68.5% | 80% |
| EDUCATION AND TRAINING | ||
| EXPERIENCE LIVING INTERNATIONALLY | 24% | 37% |
| HOLDS A GRADUATE-LEVEL DEGREE | 93% | 92.5% |
| RECEIVED TRAINING ON HISPANIC MINISTRY AND THEOLOGY | 16% | 23% |
| RECEIVED TRAINING ON CULTURAL COMPETENCY RELATED TO HISPANIC CATHOLICS |
23%
|
