Latina School Leadership: Breaking the Mold and Rising to the Top

For this qualitative research study, interviews with two Latina school leaders revealed their journeys to leadership. The theoretical framework used was Latina critical race theory, feminist theory, and counter storytelling. Identified themes were strong supportive mother, fervent faith, humble beginnings, mentors, intelligent, and challenges not obstacles. These guiding themes serve as a path for Latinas who aspire to public school leadership positions. Journal of Women in Educational Leadership, 2017 2 This research focused on two Latinas who emerged from traditional cultural and familial roles and broke the mold of male school leaders (Quilantan & Menchaca, 2004). They chose to change their mothers’ perceptions of a good Latina and became strong, high-energy school leaders including social media to support their professional development (DelCampo, DelCampo, & DelCampo, 2009). Traditionally, the role for Latinas was to be the nurturer, embrace the family, and assist with the care of their elderly parents (Espinoza, 2015). Traditionally, women were protectors of the home. Latinas learn to be submissive to their parents and their spouses. Mothers equipped their daughters to take care of the family within the home (Gil & Vazquez, 2014). Their community revolved around the family, church, and the activities that happened in those environments. Latinas have a long history of valuing education; however, poverty is one of the obstacles that prevented them from following the pathway to college (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). The findings of this study detail the challenges that two Latina school leaders encountered in universities and the workplace and how they cracked the glass ceiling to achieve the highest school leadership positions. Statement of Problem The opportunities for Latinas to consider college did not emerge until the 1960s with the rise of the civil rights movement (U.S. Department of Education, 2013). At that time, the institutions of higher education began to see a presence of Latinas attending colleges and universities. The teaching profession was the most accessible entry into the work force for Latinas. Teaching became a gold mine for many, as this profession paved a path for Latinas to elevate themselves to levels beyond imagination. Many found that they were using that pathway to professional dreams (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). This study focused on two Latinas who worked their way through the ranks of public school leadership to leadership of school districts. Challenges Latinas Encountered In the 1970s, financial responsibilities seemed overwhelming indicating that a second income was necessary. Although it was not the ideal, many Latinas had to consider a job to help support their families. Menchaca et al . – Latina School Leadership 3 Prioritization of family responsibilities above college attendance was typical (Espinoza, 2015). Most Latinas attended institutions of higher education close to home to ensure they would be available to assist with family responsibilities (Sangha, 2012). Latinas saw education as the conduit to improve their lives and the lives of their families, yet it allowed them to remain close to home and still fulfill family obligations. Often, taking evening classes was an option as it allowed them to care for their children all day and then leave them with their parents or husbands at night. Many had the support of their extended families that included childcare and transportation assistance. The college environment presented unique challenges as Latinas navigated through a system that was foreign and complex. Many Latinas lacked the skills and knowledge to navigate through the bureaucracy for obtaining a college degree (U.S. Department of Education, 2013, p.1). A study conducted by Eva Longoria Foundation in partnership with the U.S. Department of Education (2013) examined Latina educational attainment and discovered that Latinas completing college had risen only 4% points since 1975 (Gandara, Oseguera, Huber, Locks, Ee, & Molina, 2013). Latinas are graduating both high school and college at a slightly higher rate than Latinos are but are still at a much lower rate than white women are. Latinas trailed behind women of other ethnic groups when it came to attending college (Flores, 2016). Researchers found that although Latinas complete college at almost twice the rate as their male counterparts, they trail behind all other women by significant percentages (Flores, 2016). Latinas attend universities in higher rates but still have the lowest number of college degrees (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). Many Latino families encouraged their daughter to go to college, but did not understand the demands, responsibilities, and requirements that colleges placed upon their daughters, many who were first generation college goers (Jackson, 2013, Espinoza, 2015). Once Latinas were able to acclimate to the college environment, they experienced a completely new world. They realized that there were opportunities for them beyond their dreams and they began to desire the possibilities that emerged from education and privilege. Fernandez and Wong (2011) received funding from the National Bureau of Economic Research to study women and their changing landscapes. The researchers noted that the “changes in family structure, economic environment, and cultural norms between 1935 and 1955 created an increase Journal of Women in Educational Leadership, 2017 4 in education and labor force for women born in the latter year” (p. 1). Jackson (2013) found that the level of educational attainment for Latinas had risen in the past few years, yet it was still significantly lower than that of white women. College graduation rates for Latinas have increased faster than any other group of women. Latinos have increased their college going rates from 2002 (54%) to 2013 (70%) (Santiago, Galdeano, & Taylor, 2015). Graduation rates have not been consistent with the attrition of Latinos and in particular Latinas. Graduation rates for Latinas were at 31.3% in 2008, still significantly lower than graduation rates for white women, at 45.8%. Latinas hold 7.4% of the degrees earned by women, though they constituted 16% of women in 2012 (Santiago, Galdeano, & Taylor, 2015). Latinas, who pursued their desires and persevered despite the obstacles they confronted, graduated. Once they tasted the success of a bachelor’s degree, they were inspired to pursue a Master’s degree or a post-graduate degree.