Dismantling Stereotypes: How NAESP’s First Latina President Is Addressing Inequities in Education

During her term as NAESP president from 2023-2024, Liza Caraballo-Suarez—the first Latina president in NAESP history—made one thing clear: She was determined to address inequities in our society and in schools. It’s her why as a school leader. And it stems from her own childhood, growing up in Williamsburg, New York, raised by Puerto Rican parents who only spoke Spanish.

“I struggled as a Latina girl going to school, trying to belong in a place where few people looked or spoke like me,” she said during her speech when she took the helm of NAESP.

But in fourth grade, a teacher asked Caraballo-Suarez what she wanted to do in life. “I wanted to help children from other countries,” she answered.

Soon, at the encouragement of her teacher, Caraballo-Suarez was leading the school’s UNICEF collections, explaining the vision and purpose to other students. This life-changing experience, along with an undeniable innate passion for helping children, has fueled Caraballo-Suarez through her 30-year career in education in the very same district she grew up in.

As NAESP president, she challenged fellow educators to dismantle stereotypes and prejudices that contribute to inequality. She took it on the road, visiting schools across the country to share her passion and learn about other school leaders and the students they lead.

As part of her tour, Caraballo-Suarez visited one school—Woodbridge Elementary School, led by principal Lori Phelps, in Woodbridge, Virginia—with a high Hispanic student population, meeting with families and students whose primary language is Spanish.

NAESP interviewed Caraballo-Suarez to learn what those experiences meant to her and what she took away from them. Below is an excerpt from the Q-and-A. It’s been edited for length and clarity.

What was it like for you to meet with students and speak to them in Spanish?

It was incredibly rewarding to share my story with the students in Spanish. It transported me back to my own elementary school days, and I couldn’t help but wish I’d had someone like me to look up to then. I emphasized the importance of perseverance and self-belief. I assured them that although they would face challenges, their dreams were achievable with hard work and a positive attitude. I encouraged them to never give up hope. The students were eager to learn more, asking questions about my family, education, career, and even my favorite Spanish dishes.

They were amazed to hear from a Latina woman in a leadership position who was willing to take time out of her busy schedule to speak with them. Sharing my experiences with bullying, harassment, and fear in Spanish helped them realize they weren’t alone and that it’s possible to overcome adversity, even if one doesn’t speak English. I was happy that what we discussed resonated with them and that I was able to offer comfort.

You held a focus group with families whose primary language is Spanish—in Spanish. What was that experience like for you?

The realization that more parent meetings needed to be held in the native language of Hispanic families came from my desire to better communicate with and understand their needs. I discovered a deep-rooted belief in the importance of education within Hispanic culture, aligning with their family goals and aspirations. Parents expressed a strong desire for resources like English language classes to improve communication with their children’s teachers and requested additional afterschool programs like soccer and baseball.

This experience provided valuable insights into the critical need for resources to support parents unfamiliar with the American school system and its educational opportunities. Parents were curious about my own educational journey and how my parents navigated the system despite a language barrier. They were surprised to learn that my parents encouraged my siblings and me to speak Spanish at home, recognizing the importance of preserving our cultural heritage. As I shared my parents’ story of immigration and their struggles, I observed a powerful connection with some parents, who nodded in agreement and shared their own challenges in the U.S.

What key insights did you gain through conversations with these families during the focus group?

A key finding during my visit was the importance of understanding the academic strengths and challenges Hispanic parents perceive their children are facing. These families, seeking the American Dream of education and opportunity, often felt underappreciated and misunderstood. Many feared that their children’s English proficiency would hinder their academic success.

One significant insight was the Hispanic families’ desire to share their culture with the school community. They believed that cultural understanding could foster empathy and create a more inclusive environment. By highlighting similarities across cultures, they hoped to encourage school personnel to implement resources that would make their children feel more comfortable and engaged.

Parents also expressed a strong desire to be more involved in their children’s education. They sought ways to participate in school activities and communicate effectively with teachers. The families’ future goals for their children also centered on exploring higher education. Despite recognizing the potential barriers, they were open to various pathways, including college, vocational schools, or other opportunities that would prepare their children for success.

Why is representation for the Hispanic student population is so important in addressing inequities?

In the realm of education, representation matters profoundly. For Hispanic students, having role models who mirror their experiences and backgrounds can significantly impact their academic success, self-esteem, and overall well-being. Seeing individuals who look like them and have overcome similar challenges can inspire Hispanic students to strive for their goals, fostering motivation, perseverance, and a positive self-perception.

Representation can play a crucial role in dismantling harmful stereotypes and biases that often negatively impact Hispanic students. For instance, my parents always taught me that when speaking to authority figures in schools, children should avoid direct eye contact. This was considered a sign of respect in our culture. However, when I followed their advice in my non-Hispanic school environment, it was often misinterpreted as disrespect. Teachers and administrators, unfamiliar with this cultural nuance, would reprimand me for not looking them directly in the eye.

I truly believe to effectively address inequities and foster a more equitable educational environment for Hispanic students, schools should focus on a few key steps:

1. Ensure the faculty and staff reflect the diversity of the student body to provide Hispanic students with role models they can identify with. Role models can provide mentorship and guidance to Hispanic students, offering advice, support, and encouragement along the way. This can be particularly important for students facing challenges or obstacles in their academic or personal lives.
2. Integrate Hispanic history, culture, and contributions into the curriculum to help students see themselves reflected in the subject matter and develop a greater sense of pride in their heritage.
3. Foster a supportive climate. School need to create a welcoming and safe environment that values diversity and promotes inclusivity. This can involve implementing anti-bullying policies, providing cultural competency training for staff, and celebrating Hispanic Heritage Month.

How did the principal Lori Phelps describe the experience of leading schools with a diverse student body and high populations of English learners?

Phelps described her school “as a mini-United Nations,” based on the representation of students from more than 40 countries. She was proud that her staff consistently asks questions of parents and does research on the various cultures of students within the building to share knowledge at faculty meetings. One thing that impressed me was that they consciously make an effort to hire staff that represent their students. They also look for opportunities to bring visitors, such as myself, into the building “to meet with families to help bridge their cultural backgrounds with the reality of public school in America,” Phelps said. Her school also uses the Language Line (a live person translating service) and Talking Points.

How did the school environments and cultures reflect the diverse needs and backgrounds of the school’s Hispanic students?

Phelps and the Woodbridge Elementary School purchased and displayed a wide variety of items that reflect the culture of its students, including textbooks and library books and posters. She informed me that they celebrate Hispanic Heritage Month with school-created workbooks and bulletin board displays that include information and activities about Hispanic individuals that have influenced that culture. Phelps mentioned that she hired two native Hispanic teachers—one from Peru and the other from Mexico—who greet new families and often translate for other teachers. She has interpreters at every school event and has purchased headsets that allow them to broadcast to up to 20 people from one interpreter. She told me that, although they encourage English language use during class, they match students up with other Spanish-speaking children as they enroll in the school to help with basic adjustments.”

What recommendations do you suggest for other school leaders working to meet the needs of Hispanic and immigrant students and families?

To foster a supportive and inclusive learning environment for Hispanic families, it’s essential to:

• Build Strong Relationships: Get to know each family personally, understanding their unique needs and concerns.
• Provide Accessible Support: Offer flexible meeting times, such as during morning drop-off or afternoon pick-up, to accommodate families who might feel hesitant to enter the school building.
• Celebrate Cultural Diversity: Display student work and family celebrations to acknowledge and respect Hispanic culture.
• Hire a Diverse Staff: Ensure the staff reflects the student population, providing students with relatable role models.
• Challenge and Support Students: Create a rigorous academic environment that encourages students to reach their full potential.
• Provide Professional Development: Offer staff training on cultural awareness, bias, and best practices for working with Hispanic students.
• Connect with the Community: Arrange internships and partnerships with local businesses to provide students with real-world experiences.
• Encourage Future Educators: Inspire Hispanic students to consider careers in education by highlighting opportunities for them to return as staff members.
• Seek Out Resources: Continuously research and explore opportunities to enhance the educational experience for Hispanic students and their families. If possible, consider visiting one of the Latino countries or islands that your students represent to gain a deeper understanding of the cultures you serve within your school.
• Collaborate with Community Leaders: Partner with Latino leaders to gain insights and strategies for supporting Hispanic families.
• Join Professional Networks: Participate in organizations like the NAESP and its Latino+ Network to connect with other educators serving Hispanic populations and share best practices.

By implementing these strategies, schools can create a welcoming and supportive environment where Hispanic students and their families feel valued, empowered, and equipped to succeed.

Krysia Gabenski is editorial director at NAESP.