Abstract
Purpose. The purpose of this study was to describe the skills, strategies, and behaviors that interculturally competent non-Hispanic middle school principals perceive they use to be successful in making a positive, personal connection with their Hispanic communities. Methodology. The researcher used descriptive research. The population consisted of non-Hispanic middle school principals who were identified by their superintendents as interculturally competent and who had made a positive, personal connection with their Hispanic communities. Findings. Respect was the characteristic that principals used most often and the most important to build positive connections with Hispanic school communities. Communication, the ability to establish meaningful relationships, and nonjudgmentalness were important characteristics. Principals can readily identify the characteristics of intercultural competence but they have difficulty putting the characteristics into action. More experienced principals place more value and importance on intercultural competence; they also feel more comfortable making decisions and using social action skills. The selected participants reported the challenge of involving Hispanic parents and the increased opportunities for student achievement through such involvement. Conclusions and recommendations. It is within the power and the responsibility of the principal to create an environment where Hispanic students can thrive and achieve. Intercultural competence can be described, can be taught, and can be learned. Intercultural competence is important for principals to build a positive, personal connection with their Hispanic school communities. In order to put the characteristics of intercultural competence into action, principals need both training and accountability. Interculturally competent principals can be identified and provide a valuable resource to train and coach other principals. It is both possible and important for Hispanic students to achieve at high levels and positive, personal connections between the principal and the school community increase opportunities for higher achievement. In order for principals to grow in their intercultural competence and to provide growth opportunities for their faculties and staffs, both considerable resources as well as accountability for taking action steps toward such growth are necessary.