09-05-2025
Fresno superintendent Her must lead with cultural responsiveness, transparency
Following a tense and politically charged search process, Misty Her has made double history: She is the first woman and the first Hmong American to serve as superintendent of the Fresno Unified School District since its founding in 1873.
This milestone holds powerful symbolic value, particularly in one of California's most ethnically and culturally diverse school districts.
Her's appointment is more than symbolic. It reflects a significant step forward for both gender equity and racial representation. As a Hmong American woman in the district's highest leadership role, Her offers inspiration to Hmong youth and other underrepresented students who rarely see themselves reflected in positions of authority.
Opinion
Yet with this historic achievement comes a profound responsibility: to lead with cultural responsiveness, transparency, and accountability.
Representation, however, does not automatically lead to structural change. True transformation of Fresno Unified's organizational culture will require more than symbolic victories. It demands that all stakeholders — students, educators, families, and community members — have a meaningful voice in shaping the decisions that impact them. Inclusion must be more than a value; it must be a practice rooted in trust, transparency and shared ownership.
Her's leadership arrives at a moment when many institutions, including public education, are increasingly criticized for top-down, autocratic practices. In this context, it is essential that Her's tenure reflect the inclusive values her appointment symbolizes. That means reimagining curricula, rethinking pedagogical approaches and fostering school environments that affirm student identity, uplift educators and actively engage families as partners in the educational process.
One of the most urgent challenges Her must confront is the district's widely reported 'culture of fear,' a critical issue highlighted by educators and the Fresno Teachers Association but largely ignored during the superintendent selection process. Addressing this pressing matter will be crucial to restoring trust and ensuring that educators feel empowered rather than silenced.
Although Her took steps during her time as interim superintendent to engage specific groups, broader and more transparent community involvement is necessary. Greater inclusion will not only lend legitimacy to district strategies, but also strengthen collective responsibility and support for district goals.
Fresno Unified has made efforts to emphasize professional development and align teaching practices with student outcomes. However, its centralized decision-making process continues to limit teacher autonomy and reinforce perceptions of top-down governance. This dynamic contributes to dissatisfaction among educators and a community that seeks deeper involvement in shaping educational priorities.
As someone who has navigated educational and professional systems as a Hmong American woman, Her brings lived experience that mirrors the journeys of many students, especially those from immigrant, refugee or multilingual backgrounds. This background gives Her a unique and powerful lens through which to advocate for culturally relevant education.
Still, if this perspective is to move beyond symbolism, it must inform a deliberate critique of how traditional curricula often exclude or marginalize students. When students don't see themselves reflected in what they're taught, they disengage, physically attending school while mentally checking out. This sense of alienation contributes to chronic absenteeism and undermines academic success.
Curriculum reform is therefore not a peripheral issue, it is central to closing the achievement gap. Interventions focused on truancy or performance will fall short unless teaching and learning begin to center the student voice, culture and identity. In this regard, Her has both the platform and responsibility to be a bold advocate for culturally relevant education.
Language instruction, particularly bilingual education and culturally responsive language curricula, must also be prioritized. For a district like Fresno Unified, where many students speak multiple languages or come from linguistically diverse households, these efforts are not just supplementary — they are essential.
If Her's leadership is to mark a true turning point for Fresno Unified, it must be defined by more than representation. It must be rooted in transformative, systemic change that affirms every student and empowers every stakeholder.
Silvio Manno is a retired Fresno bilingual teacher and author.
