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Victor G. Frias, Jr., Ph.D. is a 2024 graduate of the PHD Program in Leadership and Change at Antioch University.

Victor Frias at his Dissertation Defense.

From L-R: Dr. Beryl Watnick, Committee Co-Chair, Dr. Jennifer Raymond, Committee Member, Dr. Daniel Diaz-Reyes, Committee Chair

Dissertation Committee

  • Daniel Diaz-Reyes, PhD, JD Committee Chair
  • Beryl Watnick, MD, Committee Co-Chair
  • Jennifer Raymond, Committee Member

Keywords

social identity, social location, school leadership, immigrant status, ESL, social justice leadership, servant leadership, marginalized students

Document Type

Dissertation

Publication Date

2024

Abstract

Exploring how school leaders address underrepresented student voices, meaning those of marginalized experiences along the continuum of social identity including though not limited to race, class, gender, immigration, and LGBTQ issues in schools is more essential than ever following the novel coronavirus of 2019 (COVID-19). Principals’ social identities (i.e., race, class, and gender), and their connected social locations and personal histories reveal how their leadership styles can contribute to the support of marginalized communities. Hence, this qualitative research study employed a case study methodology to investigate whether and how the social identities and lived experiences of principals in the Brooklyn and Bronx school districts of New York City inform their school leadership practices and help them navigate the policies in place to address social constructions of difference and other critical issues in highly diverse schools. Guided by the critical case sampling method, a total of five principals native to four different countries were selected for their diversity and years of experience in NYC school leadership were interviewed using a semi-structured protocol. Both the research questions and study protocol drew on multiple leadership theories and applied a social justice leadership lens to reveal if and how urban public-school leaders support their school communities by advocating for equity, inclusion, and diversity. Six themes intersected by immigrant narratives emerged from the data, creating a shared social identity and connected purpose among the participating principals. Each principal expressed their social identities metaphorically through their respective immigrant experiences in a sense-making process that explained their leadership styles and understanding of complex issues that occurred in their schools, pre- and post-pandemic. The leadership narratives explored may serve as resources and catalysts for school transformation among principals facing similar diversity and student experiences. My knowledge as a participant observer and former NYC student serves to increase trustworthiness for the findings and affirm the vast implications for future principal leadership practice and research. This dissertation is available in open access at AURA (https://aura.antioch.edu/) and OhioLINK ETD Center (https://etd.ohiolink.edu).

Comments

Victor Frias

ORCID: #0009-0006-1417-5057

Victor Frias's most recent role as Principal underscores his dedication to improving education in the community. In this capacity, he has skillfully overseen data analysis, accountability measures, attendance, cultural initiatives, supervised compliance for Multilingual/English Language Learners, and parent engagement. Before his tenure in the high school, he held the esteemed position of Founding Principal of two high schools in Miami and West Palm Beach, Florida. Under his leadership, Worthington High and North Park Schools became a beacon of educational innovation, emphasizing college and career readiness and personalized post-secondary preparation pathways. This experience attests to his visionary approach to education and his ability to inspire students and educators.

As a former NYC principal and an assistant principal of pupil personnel services in District 1, he understands firsthand how compliance and performance are integral to the instructional program. Being a product of the New York City Public School System and a high school Principal, he is intimately familiar with the struggles and challenges many families face when navigating a new language and school system, particularly in New York City. His personal experiences have fueled his concerns about the current state of the migrant dilemma, and he is both morally and professionally committed to providing support to our schools and families.

His journey in education began as a high school Paraprofessional, where he cultivated a passion for nurturing young minds. His practical leadership experiences have given him a unique perspective on administrative decisions in support of students and families. His impressive academic journey includes over two decades as an administrator. He has served as a teacher of bilingual education, history, Spanish, and special education, advisor, Assistant Principal, prevailing Principal of consolidated school, Principal of middle and high schools, and Compliance Performance Specialist with the Office Multilingual Learners. He has a BS from St. John's University, MS Adelphi University, MS Baruch College, DRE South Florida Theological Seminary, and a PhD in Leadership and Change with a Specialization in Educational Justice & Equity from Antioch University. Furthermore, he speaks Spanish, Italian, and conversational Chinese (Cantonese).

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