Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement

Jul 15, 2026

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The study examines whether cultural intelligence in school leadership and teaching influences Latino students’ academic achievement. It situates the work within rising student diversity in the United States and the persistent Latino achievement gap reflected in measures such as GPA, standardized test scores, retention, and graduation rates. Against the background of concerns about unequal educational opportunity, the article frames principal and teacher cultural intelligence as a potential factor shaping disparate performance under high expectations for all students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages45

Reading Time1 h 53 min

Background to the Study

Student diversity and demographic trends

The Latino achievement gap and its measures

Equity, Title IX, and educational opportunity

Context of high expectations and disparate performance

| Journal for Multicultural Education | | | | --- | --- | --- | | Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement Kathy S. Collins Ibrahim Duyar Carolyn L. Pearson Article information: To cite this document: Kathy S. Collins Ibrahim Duyar Carolyn L. Pearson ,(2016),"Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement", Journal for Multicultural Education, Vol. 10 Iss 4 pp. -Permanent link to this document: [http://dx.doi.org/10.1108/JME-07-2015-0026](http://dx.doi.org/10.1108/JME-07-2015-0026) Downloaded on: 27 September 2016, At: 23:05 (PT) References: this document contains references to 0 other documents. To copy this document: permissions@[emeraldinsight.com](emeraldinsight.com) The fulltext of this document has been downloaded 18 times since 2016* Users who downloaded this article also downloaded: (2016),"Robustness and cross-cultural equivalence of the Cultural Intelligence Scale (CQS)", Journal of Global Mobility: The Home of Expatriate Management Research, Vol. 4 Iss 3 pp. 300-325 [http://dx.doi.org/10.1108/JGM-05-2016-0022](http://dx.doi.org/10.1108/JGM-05-2016-0022) Access to this document was granted through an Emerald subscription provided by emerald-srm:333301 [] For Authors If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please [visit www.emeraldinsight.com/authors](visit www.emeraldinsight.com/authors) for more information. [About Emerald www.emeraldinsight.com](About Emerald www.emeraldinsight.com) Emerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services. Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. *Related content and download information correct at time of download . | | | Downloaded 23:05 27 September 2016 (PT)by Cornell University Library At Downloaded 23:05 27 September 2016 (PT)by Cornell University Library At Running Head: CULTURAL INTELLIGENCE Does Cultural Intelligence Matter? Effects of Principal and Teacher Cultural Intelligence on Latino Student Achievement* Background to the Study Educators across the United States have witnessed steady increases in student diversity in the last 30 years. Demographic data indicate that the Latino student population is the fastest growing minority group nationally, which currently comprises 16% of the national population (Aud et al., 2013; Hemphill, Vanneman, & Rahman, 2011) . Between the 2000 and 2010 censuses, the nation saw a 43% increase in the Latino population (Cigarroa, 2013) . By 2020, the projection is that one in four children in the United States of school age will be Latino (Maxwell, 2012; Ruiz, 2009) . The trend in the Latino population is noteworthy, but it is only part of the story. Though there has been a steady growth in the Latino population, academically Latino students have not kept pace with their non-Latino peers (Gándara, 2010; Good, Masewicz, & Vogel, 2010; Ruiz, 2009) creating what educators call an achievement gap. Chapin (2006) reported that the minority-Caucasian achievement gap is in evidence even prior to students entering kindergarten, and it widens in the later years of schooling. Williams (2011) agreed with this assessment and explained that “the achievement gap is not an event that suddenly appears at a specific point during a child’s e

FAQs

Why does the article focus on Latino student achievement?

It addresses the persistent Latino achievement gap, which shows that Latino students fall behind non-Latino peers across multiple academic indicators.

Which measures are used to gauge the Latino achievement gap?

The article references measures including GPA, standardized test scores, grade retention, and high school graduation rates.

How does educational equity relate to the study’s motivation?

The article links the ongoing achievement gap to concerns about equal educational opportunity and cites Title IX requirements preventing discrimination in federally funded public schools.

Jul 15, 2026

Upload by Himbo