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¡Si se puede! how Latina principals successfully balance work and family life

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¡SI SE PUEDE!
HOW LATINA PRINCIPALS SUCCESSFULLY BALANCE WORK
AND FAMILY LIFE

by

Verónica Chávez

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2012

Copyright 2012 Verónica Chávez

ii
Dedication

This research is dedicated to my dear brother, Raul, for without him I would not have had
the motivation and persistence to complete this study. Thank you for being honest with
me when I really needed you to be. I will always be grateful for your unconditional help
and support. I also dedicate this to my beloved mother, Margarita. She is the reason I
am here and she made me who I am today. Thank you both for always being there for me
and believing in me.

iii
Acknowledgements

I was truly fortunate to have been selected by Dr. Stowe to be part of her thematic group.
I am thankful for all the support, feedback, and guidance she provided me. Dr. Stowe
made this process easier because she kept the thematic group on task and always
encouraged us along the way. She also made everyone feel welcomed and valued. I am
also appreciative of the assistance provided by my thematic group members: Sandy,
Julie, Aba, Hasmig, and Carolyn. Thank you ladies for your help, sharing your ideas, and
funny stories. I will miss our dinners together. Finally, I want to thank my committee
members, Dr. Malloy and Dr. Robles, for their time, recommendations and input.

I want to thank my family and friends for being there for me during this period of my life.

I am particularly grateful to my friend Eileen who made time for me, even on her busiest
days. Thank you for asking how I was doing, and actually wanting to hear the answer.

Finally, I want to thank Cindy, a very special principal who inspired me to write about
this topic. Thank you for being persistent and always having the COURAGE to do the
right thing. Thank you for being selfless and always giving back with all of your
HEART. Thank you for being thoughtful and always using your BRAIN to make
decisions that will benefit all. Thank you “Boss,” for supporting me during this process
and encouraging me to do my best. I truly admire you.

iv
Table of Contents

Dedication ii

Acknowledgements iii

List of Figures vi

Abstract vii

Chapter One: Overview of the Study 1
Background of the Problem 2
Statement of the Problem 7
Purpose of the Study 9
Research Questions 10
Significance of the Study 10
Limitations of the Study 12
Delimitations of the Study 12
Definition of Terms 12
Organization of the Study 13

Chapter Two: Literature Review 14
Historical Context 16
Challenges 21
Networking 30
Other Recommendations for Finding Balance 35
Chapter Conclusion 39

Chapter Three: Research Methodology 42
Research Design 43
Sample and Population 44
Description of the Participants 46
Theoretical Framework 46
Data Collection 48
Instrumentation 50
Data Analysis 53
Ethical Considerations 54

Chapter Four: Findings, Analysis, and Discussion 55
Participant Overview 55
Table 1: Description of the Participants 59
Research Questions 59
Data Findings 60
Research Question 1: Challenges 60
Analysis and Discussion of Research Question One 70

v

Research Question 2: Support Systems 71
Analysis and Discussion of Research Question Two 78
Research Question 3: Strategies 79
Analysis and Discussion of Research Question Three 86
Chapter Summary 87

Chapter Five: Summary, Implications, and Recommendations 88
Purpose of the Study 89
Summary of the Findings 91
Implications for Practice 93
Recommendations for Future Research 94
Chapter Conclusion 96

Bibliography 98

Appendices 106
Appendix A: Abstract of Dissertation 106
Appendix B: Interview Questions 108
Appendix C: Interview Protocol for Referral 110
Appendix D: Office Observation Checklist 111
Appendix E: Activity Log Questions 112

vi
List of Figures
Figure 3.1: Conceptual Framework 48
Figure 3.2: Creswell's Six Steps of Research 53

vii
Abstract

Women leaders in education have historically struggled to balance work and
family life because of societal expectations that they are to prioritize the home and family
domain over their careers. Assigned gender roles make maintaining balance a complex
process for women leaders because they are responsible for numerous duties and
obligations both at work and with their families. Society continues to perceive women
primarily as mothers, wives, and caregivers, resulting in women bearing the
responsibility for household matters such as child care and spending on average more
time than men completing domestic obligations. Because of these competing priorities,
women often forego principal positions.
The significance of this study is to make a contribution to the body of research
pertaining to women leaders in education, particularly at the level of school principal, by
examining how three Latina principals balance work and family life. This study used
qualitative research to examine the challenges Latina principals face in their professional
and personal lives, the support systems they rely on to fulfill their multiple roles, and the
strategies they utilize to maintain work and family life balance. The challenges discussed
by the Latina principals included: (a) cultural upbringing, (b) ethnic identity (c) external
barriers, (d) guilt, (e) marital strain, and (f) time constraints. The participants relied on
the following support systems to fulfill their multiple roles: (a) husbands, (b) mothers and
grandmothers, (c) family members, friends, and day care centers, and (d) influential
individuals working in education. Finally, the strategies the Latina principals used to
achieve work/family balance included (a) prioritizing, (b) planning, (c) integration, and
(d) accepting limitations.

1
Chapter One: Overview of the Study

Women leaders in education have historically struggled to balance work and
family life. Managing societal expectations of balancing work and family remain at the
root of this struggle. For the purpose of this study, balance is defined as meeting and
fulfilling the demands within one's own personal and professional life in alignment with
one's needs, values, priorities, and the demands placed on them (Beeny, Guthrie, &
Terrell, 2005). Women who have entered the workforce are more likely to seek balance
in their lives because they are expected to fulfill both work duties and gender roles.
However, it is difficult for women to manage both domestic and professional
responsibilities, making the process of achieving balance complex, and leading women to
opt-out of leadership positions (Loder, 2005; Wrushen & Sherman, 2008).
Despite the gains resulting from the civil rights and women’s movements, such as
the passage in 1972 of Title IX of the Education Amendments, women continue to be
underrepresented in school principalships (Loder, 2005). Women represented only 44%
of public school principals in 1999 and 2000, compared to 75% of the teaching force
during this same period (Snyder & Hoffman, 2002 as cited in Loder, 2005). In 2006, the
National Center for Education Statistics (NCES) reported that about 48% of public school
principals were women compared to the 75% who were teachers (Snyder & Hoffman,
2002 as cited in Loder, 2005). Other minority groups, such as Latinos, also continue to be
underrepresented in administrative positions (Wrushen & Sherman, 2008). In 2003-2004
there were approximately 4,000 Latino school principals (NCES, 2006). Loder (2005)
indicates there is a small number of racial and ethnic minority individuals working in
U.S. public school as principals. As an ethnic minority group, Latinas are

2
underrepresented in school administrative positions. Understanding the Latino culture,
particularly the impact of gender roles, can help explain why Latinas may be reluctant to
pursue a career in school administration.
Background of the Problem
Gender roles are assigned within a social structure to both men and women from
birth (Eagly, 1987). Women have traditionally been housewives, mothers, and
caregivers, while men have been the breadwinners (Marini, 1990). Societal roles have
also defined women as caregivers and nurturants (Eagly, 1987). Societal pressures force
many women to set aside and sacrifice personal aspirations because they continue to bear
the primary burden of childcare. Women are viewed as “distasteful, unfeminine, and even
ludicrous” (Bolman & Deal, 2008, p. 353) when they do not conform to society’s
expectations. Thus, women are also more likely to quit their jobs and self-select
themselves out of leadership tracks and pursue ‘mommy track’ positions instead
(Northouse, 2007). Bolman and Deal (2008) also point out that in a study conducted by
Morris in 2002, almost 70% of women named personal and family responsibilities (i.e.,
housework and child rearing) as by far the biggest challenge to their career success.
Women face additional challenges when pursuing leadership positions and career
advancement, including gender-based discriminatory practices and impenetrable barriers
such as the glass ceiling in many work environments, particularly in male-dominated
settings (Sumer & Knight, 2001; Loder, 2005). Gender differentiation in the division of
labor is evident in the phenomenon known as the glass ceiling, which is defined as “the
invisible barrier preventing women from ascending into elite leadership positions,”
(Northouse, 2007, p. 269) and includes the discrimination and differential treatment

3
women receive because of their gender (Lyness & Thompson, 1997). Davies-Netzley
(1998) argues that the glass ceiling effect exists because it allows women to be confined
into stereotypical female management roles, maintaining an inferior status compared to
their male peers. Northouse (2007) suggests that the glass ceiling creates a pipeline
problem. A significant number of employed women exist, but as they climb the glass
escalator or travel up the pipeline, fewer and fewer women reach the higher positions
(Northouse, 2007). The pipeline problem also appears to be attributed to the exclusion of
women from male-dominated networks.
Males have had an easier path to administrative positions because of male
domination in decision-making arenas and because of their access to inside sponsorship,
referred to as the “good ol’ boy” network (Jeruchim and Shapiro, 1992 as cited in Myers
& Ginsberg, 1994). These support networks have assisted men by providing mentoring,
encouragement, direction, and guidance (Edson, 1988 as cited in Myers & Ginsberg,
1994). Pervasive discrimination in hiring and promotion, lack of sponsoring and
mentoring, and the entrenchment of the “good ol’ boy” network are barriers that women
administrators, aspiring and practicing, are likely to encounter (Marshall, 1993; McGee
Banks, 1995; Ortiz & Marshall, 1988; Schmuck 1995, 1996; Shakeshaft, 1989, 1999 as
cited in Napier & Willower, 1991 as cited in Loder, 2005).
Women who are promoted to leadership positions are more likely to be placed on
a glass cliff, facing precarious leadership situations associated with greater risk and
criticism (Northouse, 2007). Furthermore, women struggle to advance to leadership
positions, in spite of their qualifications and successes, because there is a strong belief
that female leadership traits and skills are inferior to men’s (Loder, 2005; Davies-

4
Netzley, 1998). Women’s achievements also tend to be devalued or attributed to luck
rather than ability or skill (Davies-Netzley, 1998).
Women are more likely to be found in lower management positions with limited
authority, limited opportunity for upward mobility, and lower status because they receive
fewer development opportunities than their male counterparts. Women have fewer
responsibilities in the same job that men hold because they are expected to fail (Davies-
Netzley, 1998). Women seeking career advancement positions are unfamiliar with
strategies that might allow them to become effective leaders. Women are more likely to
abandon leadership positions because there are simply not enough female mentors to
advise aspiring women about strategies to implement to be successful in the workplace
(Scanlon, 1997). The absence of mentors has a negative impact for women in leadership
positions because these women will experience more obstacles as they advance to higher
levels in the organizational hierarchy (Ragins, Townsend & Mattis, 1998; Wrushen &
Sherman, 2008). In addition, as each leadership step becomes more selective, there are
proportionately fewer and fewer women mentors to guide and assist the women who are
promoted to these positions (Lynnes & Thompson, 1997). According to Scanlon (1997),
many males fear losing their credibility in the eyes of their colleagues if they select
females as their protégés, and will not select women as protégés. As a result, the lack of
mentors prevents women from seeking or advancing to leadership roles because they do
not have the support or encouragement to do so. The lack of support systems permeates
the workplace.
Some workplaces do not take into account the realities associated with balancing
work and family life. They are unresponsive to family issues, making it difficult for

5
women to meet the demands of both their family and work setting. Finding balance is
difficult for many women, not only because of the discrimination they encounter in
institutional practices and norms, but also because many work settings are unsupportive
of the work and family conflict (Seay, 2010). Support systems such as day care centers
have failed to eliminate many of the pressures women face because these systems do not
adequately take into account women’s needs or busy lives.
The quality and cost of childcare prevents employed mothers from achieving a
comparable societal status to their male counterparts (Quinn & Allen, 1989). Dillway &
Paré (2008) also suggest that many women choose to stay home because they cannot
afford childcare. In a survey of 9 million moms with at least one child in daycare, the
U.S. Census found an average daycare cost of $92 per week (Bayer, 2006 as cited in
Dillway & Paré, 2008). Women also indicated that they opted to stay home until their
children entered school because of the mismatch between their job and the childcare
hours. Women have also indicated many employment settings do not offer a range of
family health or medical insurance packages and other benefits, such as flexible work
hours, because they do not understand the realities associated with balancing a career and
raising children (Aldosus, 1990 as cited in Hansen, 1991; Seay, 2010). Making health
insurance affordable would reduce the stress many career women face because it is
important for them to know that they are taking care of their husband and children (Seay,
2010).
Maintaining a balance between home and work responsibilities is quite
challenging for many female school principals. In the 1980s, high school principals
worked an average of 53.2 hours per week compared to 60 to 80 hours per week in 2005

6
(McAdams, 1998; Read, 2000; Yerkes & Guaglianone, 1998 as cited in Loder, 2005).
This dramatic increase in the number of hours principals work per week is due to the
increased demands and workload placed on principals, both male and female. Female
public school principals are also less likely to maintain a balance because of less support
from their family for childcare and household responsibilities (Myers & Ginsberg, 1994).
Findings from another study show that women receive no assistance with childcare from
their husband and also less household assistance from him (Wallis, 1989 as cited in
Myers & Ginsberg, 1994). As a result, family and home responsibilities, including the
major task of childcare and home care, continue to be reported as barriers to women's
achievement in school administration (Davis, 1978; Edson, 1981; Gasser, 1975;
McCorkel, 1976, & Stevenson, 1974 as cited in Myers & Ginsberg, 1994). Some women
choose not to marry or have children in order to avoid work/family conflicts, while others
choose to become “superwomen” and attempt to excel in every role (Northouse, 2007).
Given the increasing pressures placed on principals, in addition to the challenges female
principals encounter, keeping a balance between professional and personal life becomes
difficult for many women, including Latinas.
Finding a balance between family and work life is possibly more complex for
Latinas because preserving traditional gender roles is vital to the Latino culture. Latino
families clearly define gender roles, with males setting rules and actions because of their
“superior” role as head of the household (Niemann, 2004). Latinas may be more likely to
believe that it is not possible to balance family and work life because they are part of a
patriarchal culture that expects them to fulfill household tasks, be caring mothers, and
submissive wives (Webster, 1994; Montoya, Hardy-Fanta, & Garcia, 2000). Many

7
Latinas accept their domestic lifestyles because there is a "fatalistic acceptance of women
suffering at the hands of men traced to the Spanish colonial period, when women were
taught to emulate the virtues of the Virgin Mary (Ehlers, 1991, p.3). The Latino culture
also favors conformism to uphold cultural traditions. “Marianismo,” a term known in
Latin America, describes the "idealized belief that women are submissive and resigned to
their status as pure, long-suffering martyrs to the domineering men in their lives" (Ehlers,
1991, p.3). Thus, self-sacrifice is an integral part of Latina’s lives.
There is a strong belief in the Latino culture that women have an obligation to do
whatever it takes to protect the well-being of the family. Coohey (2001) describes the
significance of familism in Latino culture as a "deeply ingrained sense of the individual
being inextricably rooted in an extended family system and is commonly regarded as the
most influential factor in the lives of Latinos.” The family is the heart of the Latino
culture. Latinas may be more inclined to sacrifice personal aspirations and career goals
because men have traditionally been the breadwinners of the family. Latinas may be
discouraged from working in order to protect the family dynamic and maintain family
roles. It seems only natural that Latinas are dedicated to their families and the home
environment. Thus, some Latinas may choose to maintain personal rather than
professional lives, stay at home, and focus on fulfilling the needs of their families.
Statement of the Problem
There has been some evidence that female school administrators set aside or
change their career goals when they become mothers, making it important for
professional women to have the support systems in place to be able to balance their work
and family environments and not feel the need to sacrifice one over the other (Marshall,

8
2009). Women who do not find balance are less likely to pursue leadership positions
because working interferes with their family and household responsibilities (O’Lauglin &
Bischoff, 2005). Since childhood, Latinas are socialized to be first and foremost devoted
mothers and submissive wives, making it difficult to accomplish both their domestic
duties and professional aspirations (Webster, 1994). Many Latinas may be unable to
balance personal and professional responsibilities because they are spending a lot of time
doing housework and childcare, making them more likely to be discouraged from seeking
leadership positions. What is not clearly known is how Latinas cope with breaking away
from cultural traditions when they choose to pursue leadership positions and focus on
their career goals.
Keeping a balance between professional and personal life has become a growing
area of concern for Latina leaders. There is an under representation of Latina role models
in K-12 schools in educational leadership research. In 2000, only 4% of the 44% of
public school women principals were Latinas (NCES, 2000). Little research exists that
studies the different strategies that Latinas can implement to successfully complete both
home and work duties. The pathway to leadership positions is not easy because Latinas
face sexism and discrimination in many work environments, especially in male-
dominated settings. Latinas are also likely to encounter a lack of support systems and
mentors. In addition, they receive less support with household duties from their Latino
counterparts due to the strong belief in the Latino culture that women are solely
responsible for household duties, while men are the breadwinners (Niemann, 2004;
Schmidt, Barvosa-Carter & Torres, 2000). Latinas who struggle with fulfilling cultural

9
expectations along with their career aspirations may find it more difficult to seek and
obtain leadership positions.
Purpose of the Study
The primary purpose of this study is to examine how current Latina principals are
successfully balancing work and family life. By identifying how Latina principals have
overcome both internal and external challenges, aspiring Latina leaders in K-12 schools
may gain a better understanding of how to overcome obstacles and balance both family
and career responsibilities. Secondarily, the study will analyze the support systems that
help Latina principals successfully fulfill multiple roles. Learning about these systems
may increase the likelihood of more Latinas seeking similar support systems so they can
also improve their chances of succeeding in balancing work and family responsibilities.
It is important to examine how Latina principals establish supportive networks to
overcome barriers, and to explain the impact of mentoring relationships for Latina
principals. This is crucial for Latinas because research has shown that having a mentor
increases the chances for professional advancement, career mobility, and work
satisfaction (Blackhurst, 2000). Furthermore, this study will address the strategies that
Latina principals implement which allow them to balance their professional and personal
lives. Because only a small number of racial and ethnic minority individuals work in
U.S. public school as principals (Loder, 2005), knowing the success strategies of current
Latina principals will help Latinas worry less about having a family while working as a
school administrator. In essence, women can learn how to be effective and resilient
leaders, and balance professional and home duties.

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Research Questions
This study focused on the following research questions to provide answers to the stated
purposes of the study:
1. What challenges do Latina principals in K-12 schools face in balancing work and
family life?
2. What types of support systems do Latina principals in K-12 schools perceive to be
helpful in achieving balance in work and family life?
3. What strategies do Latina principals in K-12 schools employ to balance work and
family life?
Significance of the Study
The significance of this study is to make a contribution to the body of research in
the field of educational leadership, particularly women leaders, by examining how Latina
principals balance work and family responsibilities. The amount of career development
research pertaining to Latinas is sparse and not well grounded in theory (Vasquez-
Guignard, 2010). Vasquez-Guignard (2010) also argues that it is imperative to “gain
insight to success strategies of Latina women who have achieved a leadership presence
because it may be of help to other Latinas and women of color who aspire to leadership
positions to do the same” (p. 5). According to Woodhouse (1988), a gap exists between
what the culture provides and what the individual needs. This gap widens for many
women when the needed resources are not available from cultural supports (Woodhouse,
1988). Understanding this gap will help Latinas in leadership positions negotiate
between what the culture provides and what they need as individuals to develop strategies
that will enable them to fulfill traditional roles and professional goals.

11
This study was designed to increase the understanding of women in leadership
roles. Because women leading at the secondary level or running school districts in the
United States is unusual (Sumer & Knight, 2001), it is important to explain what it means
to exercise leadership in K-12 schools for women leaders. Knowing about women’s
leadership styles and how women have achieved leadership positions in these settings
may give aspiring female leaders a better understanding of what leadership practices they
can use to become successful leaders. Promoting a diverse group of women into
leadership roles is vital because it will make societal institutions truly representative of
the promise of equal opportunity for everyone (Northouse, 2007).
Finally, the significance of this study is to provide useful strategies for Latina
principals to successfully fulfill family duties and be productive in the workplace.
Work/family conflict leads to job and life dissatisfaction (Perrewe & Hochwater, 2001)
and can have “deleterious effects on individuals” (Ensher, Murphy, Sullivan & Delano,
2002, p. 116). These effects range from shortened lifespan, marital family discord,
leisure dissatisfaction, depression, substance abuse, burnout and decreased organizational
commitment and increased absenteeism and turnover. More research is needed to
understand what strategies women use to manage internal and external stressors because
motherhood places additional demands both physically and emotionally on women
(Burns, 2009). Furthermore, given the increasing pressure and demands placed on school
leaders, balancing a professional and a personal life is quite challenging and stressful for
many women. Women are more likely to feel empowered if they know which strategies
to implement to balance work and family life. By learning about these strategies from

12
women who have succeeded, future generations of women may have an equal
opportunity to achieve the same.
Limitations of the Study
The limitations of this study are:
1. Due to the small sample size, the findings of this study may not be generalizable.
2. Due to time limitations, all interviews had to be conducted during a period of
approximately three months.
3. Because the purpose of the interviews was for the principals to discuss their
experiences in balancing work and family life, it is assumed that the participants
were honest in their responses.
4. Despite efforts to reduce the inclusion of biases in data collection, nothing could
prevent the inherent selection bias because all participants volunteered.
Delimitations of the Study
The delimitations of this study are:
1. This study was limited to Latina principals working in California K-12 urban
public schools.
2. Only three Latina principals were studied as part of this study. All of them had
at least three years of experience as school administrators.
3. The three participants had to be mothers.
Definition of Terms
For the purpose of this study, the following terms are defined as follows:
Glass Ceiling: an artificial barrier that has halted the advancement of many women
and minorities in their administrative careers despite their qualifications.

13
Balance: Meeting and fulfilling the demands within one's own personal and
professional life in alignment with one's needs, values, priorities, and the demands
placed on them.
Mentor: an influential person who significantly helps others reach their major life
goals.

Internal Barrier: personal barriers in which an individual needs to make changes.

Support Systems: a person or persons who have a strong interest in the success of an

individual and a willingness to provide assistance to help ensure that success.

Culture: the learned beliefs, values, rules, norms, symbols, and traditions that are

common to a group of people.

Organization of the Study
This study contains five chapters. Chapter One introduces the background of the
problem and discusses the purpose and significance of the study. Chapter Two provides
a review of the literature as it relates to women in leadership positions balancing work
and family responsibilities. Chapter Two also examines the challenges female principals
face, the support systems (i.e., mentors) they depend on in their professional and personal
lives, and the strategies they use to maintain balance in work and family life. Chapter
Three provides the research methodology used in the current study and describes this
study’s design, including the research strategies, data collection, and analysis methods
that were used. Chapter Four presents an analysis of the data collected from the
interviews and the findings of the study. Finally, Chapter Five offers recommendations
for future research, policy and practice. Conclusions and implications are also found in
Chapter Five.

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Chapter Two: Literature Review

The issue of work/family balance has become an area of interest because women
are pursuing and working in school administration while having families. There is a lack
of research regarding how working mothers in school leadership positions successfully
balance work and family life. The purpose of this chapter is to explore the literature
related to how women leaders fulfill both professional and personal responsibilities.
Balancing career duties and household tasks, including childcare demands, has been
documented as a major barrier that prevents women from attaining school administration
positions (Shakeshaft., Brown, Irby, Grogan, and Ballenger, 2007; Loder, 2005).
Shakeshaft et al., (2007) point out that both internal barriers (poor self-image or lack of
confidence, inspiration or motivation), which exist within the individual, and external
barriers (inhospitable working conditions, lack of support systems, sex discrimination,
sex role stereotyping, and socialization) have been documented as barriers to women’s
career advancement. By investigating the challenges women leaders face, the strategies
they implement, and the support systems they utilize, aspiring women leaders can better
understand how to balance work and family life. The purpose of this study is to examine
the strategies Latina principals use to balance work and family life. In doing so, this
study will identify the support systems that assist Latina principals in fulfilling multiple
roles.
Organization of the Chapter
This chapter draws on existing literature to examine how women leaders balance
work and family life, and identifies gaps in the literature related to balance. The chapter
begins with an account of how women began to change their role in society by redefining

15
leadership, and continues with a brief history of females in school administrative
positions, specifically principals. The chapter moves on to explain how gender has been
associated with leadership. More and more research studies are focusing on women’s
leadership styles because leadership skills and traits have been primarily associated with
males in the literature. Since the number of women leaders has increased over the years
and little is known about the leadership characteristics of women, current research
focuses on a more in-depth analysis of women's role in leadership positions and the skills
and traits they bring to the field. Past research lacks a focus on gender and leadership
because society tends to perceive women as nurturers and caregivers, which are not the
traits valued in organization managers.
This chapter then discusses the implications behind social role theory to further
explain how gender role beliefs determine the duties women are expected to fulfill,
especially in the home domain. According to social role theory, societal expectations
influence the role women must fulfill in their professional and personal lives.
Professional women who are mothers face the challenge of meeting the demands of both
work and home. Often they do not have enough time to adequately fulfill either role.
Gender roles have become stereotypes because they are embedded in societal beliefs.
Gender stereotypes appear to be the root cause of many of the barriers women face in
their work settings. The chapter moves on to examine these challenges, which have been
documented as the glass ceiling and the “good ole’ boy” network. Several studies have
shown that gender stereotypes, which predominantly exist in male-dominated work
settings where these stereotypes are accepted as true, affects whether or not women will

16
pursue leadership roles or advance in their careers (Lyness & Thompson, 1997; Ortiz and
Marshall, 1988, as found in Young & McLeod, 2001).
Gender stereotypes are also a barrier that Latinas who aspire to leadership
positions may face because of the traditional cultural roles they are expected to fulfill.
This chapter further describes the importance of familism for Latinos and the role cultural
traditions play in determining whether or not Latinas will pursue leadership positions.
Latinas may experience additional challenges if they have to break away from cultural
traditions to pursue their career goals. Finally, this chapter closes with successful
strategies that women leaders use in order to balance professional and personal
responsibilities. Research studies continue to demonstrate that women leaders who are
balancing work and family life have been able to do so because they receive support from
different kinds of networks such as mentors, family members, friends and work
supervisors (Scalon, 1997; Ragins, Townsend & Mattis, 1998; Brown, 2005; Marcinkus,
Whelan-Berry & Gordon, 2006; Searby & Tripses, 2006; Loder, 2005; Seay, 2010).
Historical Context
Social Change
For years, women have been working together to bring about change in many
aspects of their lives, including their role in the workplace and home sphere. Women
leaders began to redefine their leadership role in society by speaking about equality for
women, particularly in work and educational settings. Women leaders became visible
during the 1960s when they began to focus on women’s issues pertaining to education
and career development (Astin & Leland, 1991). The passage of the 1964 Civil Rights
Act was a historical breakthrough for women because it outlawed gender discrimination

17
and guaranteed equal treatment of all minority groups (Brunner & Grogan, 2007).
During the second wave of the Women’s Movement, women devoted their efforts toward
acquiring a visible role and equal treatment in different organizations and institutions
(Astin & Leland, 1991). The enactment of Title IX as part of the 1972 Education
Amendment was also of great significance because it stated that no person in the U.S.
should be excluded from participation in, or denied the benefits of, or be subjective to
discrimination because of their sex (Brunner & Grogan, 2007). During the 1970s,
women leaders were serving as role models and mentors to future women leaders (Astin
& Leland, 1991). By the end of the second wave of the Women’s Movement in the late
1990s, women leaders had made legislative changes combating discrimination. Equally
important, they had opened the doors of educational institutions and employment settings
to all women (Astin & Leland, 1991).
School Administration: Principalship
During World War II the number of women holding administrative positions in
secondary schools increased because men were overseas fighting in the war. However,
the number declined once men returned home from the war. Shakeshaft (1999) points
out that after World War II the occupation of school principal drastically shifted and
became a male-dominated profession. The number of male principals increased because
there was a strong belief that women could not handle the discipline issues required of an
administrator. In order to gain the experience needed to become school administrators,
men were encouraged to enter the teaching profession. As men gained the needed
experience and took over the administrative positions, women returned home to fulfill
domestic duties. Compounding the problem, many women also lost their teaching jobs

18
during the 1950s due to the consolidation of small schools into larger ones (Shakeshaft,
1987). For women who needed to work, teaching was still presented as an attractive
occupation because the profession allowed them to continue being housewives and
mothers. According to Shakeshaft (1999), women held approximately 38% of school
administration positions at the elementary and secondary level in the 1950s. By the
1960s, this percentage had declined to 22%, and in the 1970s it had dramatically dropped
to 1%.
The number of female principals has increased over the years, but women
continue to be underrepresented in school administration positions, particularly at the
high school level (Loder, 2005). In the 1980s, women had attained approximately 20%
of elementary administrative positions. By the mid-1990s, women had attained 13% of
high school administrative positions (NCES, 1996). During the 2003-2004 school year,
women had attained 26% of all high school principalships (NCES, 2004). As the number
of women in leadership positions began to increase, academic researchers began to ask
questions such as: “Can women lead?” and “Why are women starkly underrepresented in
elite leadership roles?” (Northouse, 2007, p. 266). While there is a wealth of research
documenting the leadership styles of men in the workplace, the same research is limited
for women (Bolman & Deal, 2008).
Gender and Leadership
Leadership has been defined as “…a process whereby an individual influences a
group of individuals to achieve a common goal” (Northouse, 2007, p.3) and a “…process
by which members of a group are empowered to work together synergistically toward a
common goal or vision that will create change, transform institutions, and thus improve

19
the quality of life” (Astin & Leland, 1991, p.6). Northouse (2007) notes that people have
always been interested in understanding leadership, in particular how to be effective
leaders. Until the 1970’s, academic researchers had ignored issues related to gender and
leadership, including the differences of leadership effectiveness between men and
women. Researchers are finding that women adapt their nurturing qualities to their
leadership roles (Northouse, 2007; Bolman & Deal, 2008). As leaders, women are more
likely to use democratic or participatory styles of leadership. Women negotiate rewards
with their employees in order to motivate them to perform at their highest potential, and
gravitate towards transformational leadership characteristics, i.e., empowering others and
transforming them into leaders as well.
Shakeshaft et al., (2007) argue that "the factor that explains the most about
resistance to women in positions of power in schools is the worldwide devaluation of
women" (p.7). Research studies are finding that societal expectations, gender
discrimination, and gender role stereotypes are obstacles that women must overcome in
order to advance to leadership positions (Northouse, 2007; Bolman & Deal, 2008).
Social role theory defines terms such as gender role to clarify how gender stereotypes
may impact women’s decision to pursue or sacrifice school administration positions.
Women’s leadership characteristics have been perceived as inferior to men’s
because leadership has been regarded as a male activity (Bolman & Deal, 2008;
Northouse, 2007). The descriptors associated with being a leader have been described
with masculine behaviors and character traits (authoritative, decisive, and strong), as
opposed to the feminine traits (passive, fragile, and vulnerable) (Hoff & Mitchell, 2008).
Because of the traits used to describe leaders, women are at a disadvantage, especially
those working in school administration positions. These women are deemed as being

20
“constitutionally incapable of discipline and order” compared to men because of their
smaller size and lack of strength (Shakeshaft, 1987, p.39). Furthermore, they are also not
perceived as leaders because they are considered the weaker sex (Northouse, 2007;
Bolman & Deal, 2008), and society views them as caregivers as opposed to leaders.
Thus, women leaders feel they have to prove themselves and be strong, and have to adopt
many of the qualities that males display (Bolman & Deal, 2008). Ironically, as women
take on these male qualities, they are often criticized for acting too “mannish” (Hoff &
Mitchell, 2008). Thus, women are at a disadvantage because, they are seen as weak, but
if they try to embody the characteristics of their male counterparts, they are criticized for
not conforming to expected female behaviors.
Social Role Theory
Social role theory facilitates the understanding of the roles assigned to women
based solely on gender. This theory focuses on the interactions between and among
individuals, groups and societies as created by social systems in which people live
(Dulin, 2007). Gender role is the term used for the shared beliefs of proper behaviors for
both men and women and the social roles that a society assigns them (Fortin, 2005 as
cited in Judge & Livingston, 2008; Dulin, 2007; Hoff & Mitchell, 2008). According to
social role theory, gender roles are polarized such that the family domain is identified
with women and the work and public spheres are associated with men (Fletcher &
Bailyn, 2005; Lott, 1988 as cited in Judge & Livingston, 2008). Because these roles are
learned early in life, society automatically associates men and women with specific traits,
abilities, and behaviors without intent or conscious realization (Rudman, & Phelan,
2005). It is difficult for women to embody male gender roles in the workplace because

21
these roles are ingrained in society through human discourse (Hoff & Mitchell, 2008;
Schmidt, Barvosa Carter & Torres, 2000).
Challenges
Gender Stereotypes
Gender stereotypes refer to the generalized beliefs about the characteristics and
the social roles that men and women are expected to fulfill in a society (Eagly, 1987).
Gender roles become stereotypes because they tell individuals how to act and what
behaviors are appropriate for both masculine and feminine behavior, thus providing a
framework of why males and females behave similarly or differently depending in which
situation they find themselves (Eagly, 2009; Hoff & Mitchell, 2008). Gender stereotypes
also act as social norms because they serve to limit what is and is not considered to be
appropriate role behavior for men and women (Hoff & Mitchell, 2008). Gender
stereotypes may have a negative impact for women because they are embedded in
societal ideologies.
Gender stereotypes have three major effects on women: (a) women are less likely
to be chosen for traditionally male positions; (b) women’s achievements are undervalued
and perceived as luck; and (c) women receive fewer developmental opportunities (Lyness
and Thompson, 1997). Research focusing on gender and school administration has found
that women do not have the same opportunities as men in administration because the
gender stereotypes inhibit women from advancing (Ortiz and Marshall, 1988, as cited in
Young & McLeod, 2001). Societal expectations perpetuate gender stereotypes and
continue to hinder women’s career goals because they assign women roles that they must
fulfill.

22
Societal Expectations
Since the mid 1980s, research studies have found that societal expectations often
prevent women from pursuing school administrator positions (Shakeshaft, et al., 2007).
Moreover, the societal expectation that women are best suited for the home sphere slows
down career advancement (Hoff & Mitchell, 2008; Judge & Livingston, 2008; Marini,
1991). Women received less partner support in household and childcare tasks compared
to men because of the societal belief that women are expected to fulfill domestic duties
(Hoff & Mitchell, 2008; Beeny, Guthrie, Rhodes, & Terrell, 2005). The traditional
woman stays home to raise the children and is satisfied with her life because she is taking
care of her family (Woodhouse, 1988). Societal expectations have forced women to
figure out how to balance family responsibilities and make choices of what to give up if
they decide to pursue leadership positions (Hoff & Mitchell, 2008). This leaves women
in a position which has them constantly negotiating in order to fulfill both professional
and personal responsibilities.
Women have to structure their lives in a way in which they can fulfill multiple
roles. They find themselves torn between personal and professional demands because
they are constantly juggling multiple roles. Women are more likely to experience
work/family conflict than men. Work/family conflict is defined as a “form of interrole
conflict in which role demands from the work and family domains are mutually
incompatible, so that meeting demands in one domain makes it difficult to meet demands
in the other” (Burke & Greenglass, 1987 as cited in Perrewé & Hochwarter, 2001).
Work/family conflict implies a bidirectional dimension in that work can interfere with
home and home can interfere with work (Perrewé, & Hochwarter, 2001; Peeter,

23
Montgomery, Bakker, & Schaufeli, 2005). Women continue to experience work/family
conflict because they are primarily responsible for household and family responsibilities.
Family Responsibilities
Although more men are assisting women with domestic tasks such as cooking,
cleaning, and laundry (Lero, 2003 as cited in McElwain, Korabik, & Rosin, 2005; Marini,
1990), household duties continue to fall primarily on women, at least in terms of hours
worked (Sayer, England, Bittman, & Bianchi, 2004 as cited in Judge & Livingston,
2008). O’Laughlin and Bischoff (2005) found that women on average spent more time
than men completing household duties. For example, 67% of the women reported doing
the laundry compared to 27% of the men. Working mothers are also primarily
responsible for child-rearing demands such as childcare arrangements and play dates
(O’Laughlin & Bischoff, 2005). Similarly, Dufur, Howell, Downey, Ainsworth and
Lapray (2010) assert that women are the providers of daily household necessities and do
the “lion’s share of parenting work,” such as the day-to-day childcare tasks of feeding
and changing diapers.
Men are more likely to be able to balance work and home life because societal
expectations place the burden of domestic duties and childrearing on women (Hoff &
Mitchell, 2008). Different research studies have discussed how women put an end to
their career goals, interrupt career advancement, or leave their profession at higher rates
than men because of family obligations (Blackhurst, Brandt & Kalinowski, 1998 as cited
in Beeny, Guthrie, Rhodes, & Terrell, 2005; Seay, 2010; Wrushen & Sherman, 2008;
Loder, 2005). Hoff and Mitchell (2008) point out that women’s familial role was a major
factor that influenced their decision to forego school administrator positions. These

24
findings are similar to other studies regarding late entry into school administration by
women. Historically, women who entered into school administration positions had been
unmarried, did not have children, or had families with older children. According to
Loder (2005), female school administrators wanted to become principals earlier in their
careers, but did not do so because they believed that the job of principal was not
compatible with parenting children. Some of the female school administrators from
Loder’s study decided not to advance in their careers until their children were older or
they became “empty nesters,” while others chose to become principals after their
marriages ended. Wrushen and Sherman (2008) also pointed out that female secondary
principals struggled with determining how children and work could be juggled
successfully. The female secondary principals from their study mainly questioned
whether or not they were capable of maintaining marriages while serving as principals.
In general, women felt guilty about not giving 100 percent of themselves to either
work or home. The drawbacks of being both a professional and a mother include not
being fully committed to family life (Marshall, 2009). The women college and university
presidents from this study regretted not spending enough time with their children
(Marshall, 2009). Likewise, other researchers have reported on the guilt women feel
about not spending enough time with their families and missing out on their children’s
lives (Judge & Livingston, 2008). According to Judge and Livingston (2008), women
felt guilty when their family responsibilities interfered with their work duties. Women
college and university presidents also discussed the marital strain they experienced
because of the amount of hours they worked (Marshall, 2009). This is relevant because
K-12 school administrators experience the same dilemma. Women leaders who attempt

25
to maintain work and family find they are unable to do so because of the commitment
required of each role. The guilt these women feel is compounded by the negative
comments from their significant others regarding not being home with their children and
family (Beeny, Guthrie, Rhodes, & Terrell, 2005; O'Laughlin & Bischoff, 2005). The
pathway to leadership positions will not be easy for women because of societal
expectations and other barriers they face in the workplace, such as the glass ceiling.
The Glass Ceiling
The glass ceiling is defined as an artificial barrier that has halted the advancement
of many women and minorities in their administrative careers despite their qualifications
(Morrison, 1992 as cited in Scalon, 1997; Ayman & Korabik, 2010; Baumgartner &
Schneider, 2010). The glass ceiling is an invisible barrier through which women can see
elite positions but cannot reach them because of their gender (Davies-Netzley, 1998;
Scalon, 1997). A main source of the glass ceiling effect is the gender stereotypes that
exist against women (Morrison, 1992 as cited in Lyness & Thompson, 1997). Gender
stereotyping has contributed to the glass ceiling phenomenon because it leads to bigotry,
prejudice, and discrimination against minority groups such as women. Bolman and Deal
(2008) argue that the glass ceiling has been sustained by a number of factors including
stereotypes that associate leadership with maleness. The glass ceiling is evident in
educational settings because women are highly represented in teaching positions, but only
a small percentage exist in school administrative positions (Bolman & Deal, 2008). This
is because of discrimination against female school administrators, which is rooted in
institutionalized sexism, gender socialization beliefs, and patriarchal practices that exist
in the workplace (Hoff & Mitchell, 2008; Loder, 2005).

26
Studies about the glass ceiling phenomenon and gender have shown that women
are more likely to experience high levels of stress and burnout, leave their profession,
have lower salaries, have limited ability to advance to higher positions, and report job
dissatisfaction because of the gender discrimination they encounter in the workplace
(Marshall, 2009). Discriminatory practices against women are more frequent in male-
dominated environments because women are seen as incapable of filling traditional male
roles. For women, the stereotypes against them are believed to be true, and their
qualifications for the job are viewed as irrelevant. Thus, women tend to be found in jobs
with less power and status (Lyness & Thompson, 1997). According to Davies-Netzley
(1998), women reported incidents of gender discrimination, and comments from their
male colleagues questioning their ability to have a career and family. The glass ceiling
has also perpetuated the existence of the “good ol’ boy” network.
The “Good Ol’ Boy” Network
The “good ol’ boy” network is an “invisible network of sponsorship by which
experienced professionals groom young versions of themselves to leadership positions”
(Gardiner et al., 2000 as cited in Searby & Tripses, 2006). The “good ol’ boy” network is
based on favoritism, lobbying, and secretive subcultures, which work to benefit only the
members of the inner circle, who are typically men. As a result, women misunderstood
the political nature of “insider-ism” and were unaware of the unspoken norms of the
organization (Hoff & Mitchell, 2008). Women have pointed out that their professional
success depended on how established the male networks were in their workplace (Davies-
Netzley, 1998). Furthermore, women know there are positions they will never attain, and
have expressed missing out on promotional opportunities because the criteria used for

27
recruitment, hiring procedures and evaluation systems favored men over women (Walby,
1990 as cited in Young & McLeod, 2001; Davies-Netzley, 1998). Women spoke about
working harder than their male peers to find ways to become indispensable (Ragins,
Townsend & Mattis, 1998). They also had to go the extra mile and overperform in order
to be viewed as credible and to contradict gender stereotypes (Davies-Netzley, 1998;
Ragins, Townsend, & Mattis, 1998; Brown, 2005).
Women believe that the “good ol’ boy” network is a barrier to their career
advancement because they were often isolated at work and excluded from informal male-
dominated networks (Hoff & Mitchell, 2008; Davies-Netzley, 1998). By not being
included in these networks, women were subject to a quiet hostility from their male
colleagues in the workplace, which is consistent with other research studies regarding
women’s perceptions towards working with men. According to Shakeshaft et al., (2007),
female school administrators considered their male colleagues intimidating and they
found them reluctant to be hospitable, supportive, and collaborative with their female
counterparts.
Societal expectations and gender role stereotypes have enabled the existence of
the glass ceiling effect and the “good ol’ boy” network. Because women are
stereotypically viewed primarily as mothers, housewives and caregivers, aspiring women
leaders and those working in high-level positions are more likely to face gender
discrimination. For Latinas, the pathway to leadership positions and career advancement
may be even more difficult because they encounter added gender stereotypes and
prejudices unique to their ethnic minority group.

28
Cultural Expectations for Latinas
Culture is responsible for setting the expectations for gender roles in society and
establishing the norms and values in social behavior (Eagly & Karau, 2002). Looking at
Latinos from a cultural perspective, the heart of the Latino culture is familism, which
provides a sense of belonging and connection among all the members of the family
(Desmond & Lopez, 2009). Latinos fulfill their obligation to honor their family through
hard work and dedication, prioritizing their family over themselves to show loyalty and
maintain family unity. For Latinos, machismo plays a central role in their lives,
smeaning men are dominant in all areas of their culture and control every aspect of the
household. Latinos tend to be the heads of household, and are responsible for setting the
rules, protecting the family, and supporting the family financially. Thus, Latinos are
perceived as stronger, smarter, and more powerful than Latinas (Niemann, 2004).
Gender division is visible in the Latino culture because familism reinforces the
subordination of women (Hurtado, 1995 as cited in Niemann, 2004; Schmidt, Barvosa-
Carter, & Torres, 2000). Latinas have traditionally been passive, economically
dependent, chaste, and obliged to serve the men that protect them (Schmidt et. al., 2000).
Latinas are also expected to be self-sacrificing, submissive, nurturing and pious because
of marianismo, the representation of the Virgin Mary-based “good woman”. Niemann
(2004) describes the “good” Latina as family- and home-oriented. The culture expects
Latinas to be responsible for childrearing, forcing Latinas to place the needs of their
family above their own (Niemann, 2004; Webster, 1994). Latinas are also expected to
preserve the family structure by carrying on traditional gender roles.

29
Latino couples in the U.S. have maintained traditional gender roles. Machismo
continues to be a cultural motif in which the private and familial domain is associated
with females while the public and social sphere belongs to males (Webster, 1994).
Latinos are less likely to assist Latinas with household responsibilities because of the
stereotypical roles attached to women (Niemann, 2004). Resistance to gender
subordination, in particular Latina gender norms, has created a split between male and
female gender roles (Schmidt, Barvasa-Carter, & Torres, 2000). Niemann (2004) argues
that “stepping outside” of the culturally prescribed marianismo may result in negative
consequences for Latinas. This includes feeling guilty for dishonoring the family,
estrangement from the family, and alienation from the community. Additionally, Latinas
who do not conform to gender roles may be considered “una mala mujer” (a bad woman)
or “vendidas” (sell-outs) because they are threatening cultural norms by breaking away
from their traditional role as women (Garcia, 1989 as cited in Niemann, 2004, p.67).
According to Eagly (1987), social role conflict occurs when one is forced to take
on two different and incompatible roles at the same time. Since many Latinas have taken
a more active role outside the home by pursuing full-time careers, they may experience
social role conflict especially if they pursue professional goals that may be inconsistent or
incompatible with their traditional gender role. Stereotypes place additional stress on
Latinas because Latinas face one set of stereotypes in the workplace and another set of
cultural responsibilities detailed by their culture. Latinas find themselves in an ethnic
minority group that labels them as daughters, mothers, wives, nurturers and nothing more
(Gonzalez 1982 as cited in Webster, 1994). Furthermore, the stereotypical definition of
“manhood” allows Latinos to preserve their power by having control of the income,

30
independence, and outspokenness of Latinas (Niemann, 2004). As Latinas develop
professionally, a struggle between professional duties and domestic responsibilities takes
shape. It is imperative for women, such as minority leaders, to balance professional and
personal responsibilities so they can successfully accomplish multiple tasks. Thus,
women use different strategies such as networking to balance work and family life.
Networking
Networking is defined as the process of developing and maintaining relationships
with individuals in order to assist one’s career development (Searby & Tripses, 2006).
Networking makes everyone feel part of the administrative team because principals are
able to discuss general concerns and share their professional experiences. Fleck (2008)
recommends veteran principals should network by inviting new principals to informal
meetings. These meeting are important because principals will find solutions to many of
the challenges they are facing. Whitaker (1996) points out that networks provide
principals with systems of support. Principals who network build positive relationships
because they collaborate, communicate and involve all the necessary stakeholders in the
decision-making process (Fleck, 2008). Principals are also able to reflect, interact, and
share ideas with other administrators. Furthermore, networking builds confidence
because principals are recognized by their peers for their accomplishments and hard
work.
Networking enables women to move up the career ladder, build self-confidence,
and provides them with the avenues they need to develop their talents because it helps
them develop key relationships and be connected in their district (Wellington, 1999 as
cited in Searby & Tripses, 2006). Women with networks: (a) learned new ways of

31
looking at problems; (b) understood failures and successes; (c) helped one another form
new professional relationships; (d) had professional contacts to offer and receive support;
and (e) met other influential women educators (Levine, 1998 as cited in Searby &
Tripses, 2006). Mentoring, the most common form of networking, has been documented
as a key factor in helping women attain leadership positions.
Mentors
Mentors are a key ingredient for professional development because they give
women the credibility and knowledge they need to successfully navigate the work
environment and break through the glass ceiling (Scalon, 1997; Ragins, Townsend &
Mattis, 1998; Brown, 2005). They are a source of social support in the form of career
development and psychosocial assistance (Marcinkus, Whelan-Berry, & Gordon, 2006).
Mentors believe in their protégés, guide them, defend their actions and assist them in
making decisions. By identifying the key players within the organization and teaching
their protégés about the informal norms that exist, mentors assist their protégés with job
performance, promotions, and moving up the career ladder (Ragins, Townsend & Mattis,
1998). Several researchers pointed out that having several mentors is of utmost
importance because it helps women become more visible in their workplace (Scalon,
1997; Brown, 2005; Searby & Tripses, 2006).
Mentors develop their protégés’ strengths by teaching them how to accomplish
multiple tasks using different resources within their workplace. Whitaker (1996) argued
that mentors help principals understand the role of school administrator by providing a
support system. Principals collaborate and work closely with mentors to set and discuss
goals on a regular basis (Playko, 1996; Fleck, 2008). Playko (1996) affirms that

32
mentoring relationships serve as a form of motivation for both the mentor and the protégé
by stimulating a desire for both to grow personally and professionally. Thus, mentoring
programs have been designed to help principals develop new skills and learn how to meet
the multiple demands they face. These programs have also been created to improve the
quality of preparation and performance of principals.
Hansford and Ehrich (2006) analyzed forty research-based papers regarding
formalized mentoring programs for principals with the purpose of exploring the positive
and negative outcomes for the parties involved. All of the studies reported at least one
beneficial outcome for the participants. Overall, Hansford and Ehrich found that mentors
can provide assistance to other administrators in five major areas: (a) gaining knowledge
of the district's curriculum and available instructional resources; (b) sharing information
about leadership practices; (c) serving as role models for completing managerial tasks;
(d) sharing effective practices and strategies for developing positive school-community
relations; and (e) helping protégés to formulate personalized insights. The analysis of the
forty articles indicated a positive outcome for the participating principal protégés.
Though there are many documented benefits of mentoring relationships, there can
also be drawbacks to having a mentor. Problems in a mentoring relationship can evolve
when participants fail to understand the nature of shared responsibilities and expectations
needed to create and sustain a positive working relationship (Hansford & Ehrich, 2006).
According to Hansford and Ehrich (2006), the problems that could arise are as follows:
(a) concern with expertise/personality mismatch, (b) lack of mentor time, (c) work
demand conflict with those of the mentor, (d) mentor was critical or difficult to reach,
and (e) lack of opportunity to express own ideas.

33
Mentors are hesitant to engage in a mentoring relationship due to the possible
damage of the mentors’ relationships with their colleagues, especially if they themselves
were perceived as too critical or failed to be effective mentors (Merriam, 1992; as cited in
Scalon, 1997; Searby & Tripses, 2006). Furthermore, mentors feel compelled to control
their protégés because they may turn against the mentor, break confidentiality or
withhold important information (Braun, 1990 as cited in Scalon, 1997; Searby & Tripses,
2006). There are disadvantages to participating in mentoring relationships both for the
mentor and the protégé, especially when women take on the role of the protégé.
Mentoring may encourage women to become submissive or dependent on the
mentor (Scalon, 1997), especially if mentors dictate to their protégés how to accomplish
every task. Mentoring relationships also affect women’s opportunity to advance to high-
level positions when mentors withhold information protégés need to understand the
unspoken cultural norms that exist in the workplace (Hoff & Mitchell, 2008). When
mentors do not support their women protégés, it makes the protégés feel like outsiders.
Despite the drawbacks of mentor relationships, experienced professionals do take on the
challenge of mentoring those entering the workplace.
Searby and Tripses (2006) were interested in learning how female school
administrators engaged in mentoring relationships, the barriers they were likely to face,
and the differences between their reasons for seeking a mentoring relationship and the
outcome of their mentoring relationship. The female school administrators in this study
explained that they wanted a mentor with expertise in school administration, someone
who understood networks to reduce professional isolation, and assistance in developing
their leadership skills for professional needs (Searby & Tripses, 2006). These women also

34
discussed the need to feel supported and encouraged by their mentor; to have an honest
confidant they could share their successes and failures with--a mentor who would point
out their mistakes and inform them if they were stepping into risky territories. In short,
Searby and Tripses (2006) found that mentoring relationships were important at
professional and personal levels because they not only helped women grow, but they also
served as a safety net.
Overall, there is a strong consensus that having a mentor enhances career
advancement, particularly for women. Mentors provide advice, give feedback,
administer constructive criticism, set high professional standards, and share information
on the norms of the organization, which are all key elements for professional growth (Lee
& Nolan, 1998). Women are also able to express their frustrations, review their goals,
and discuss work/family issues with their mentors. Thus, with the assistance of these
mentors and other types of support systems, women leaders are more likely to balance
professional and personal demands. Like mentors, support systems have been
documented as contributors to women’s career and personal success.
Support Systems
Having support systems is one of the most significant factors that determines
whether or not women will pursue school administrator and leadership positions because
these systems help them maintain balance (Davies-Netzley, 1998; Loder, 2005). Women
rely on both internal and external support systems to fulfill multiple roles. Internal
systems include spouses, family members, and friends, while external systems are outside
sources that normally require a fee, such as daycares and babysitters (Seay, 2010).
Internal and external systems are important because they help women feel emotionally

35
supported. Research studies have demonstrated the importance of receiving support from
husbands, specifically with home responsibilities (Jackson, 1981; Mills-Nova, 1980 as
cited in Young & McLeod, 2001; Marcinkus, Whelan-Berry, & Gordon, 2006). Social
support provided by spouses and friends reduces work/family conflict and is associated
with job satisfaction and organizational commitment (Carlson and Perrewe, 1999; Baron,
1987 as cited in Marcinkus, Whelan-Berry, & Gordon, 2006). Similarly, Young and
McLeod (2001) also reported that family assistance and endorsements encouraged
women to pursue the job of principal and other high-level educational positions.
The assistance and support women receive in their work settings allows them to
meet both professional and personal demands. According to Erdwins, Buffardi, Casper,
& O'Brien (2001) women who felt supported by their significant others and supervisors
were less likely to experience maternal separation anxiety and other potential conflicts
between work and family responsibilities. Women with children are also less likely to
feel guilty about accomplishing multiple tasks when supports are in place to take care of
the children. Likewise, affirmation from supervisors and colleagues were highly
associated with increased self-efficacy, job satisfaction and organizational commitment
(Marcinkus, Whelan-Berry and Gordon, 2006). Women also felt understood and valued
because of the expressive support they received (Marcinkus, Whelan-Berry, & Gordon,
2006; Erdwins, Buffardi, Casper, & O'Brien, 2001). Having support systems is of utmost
importance for women juggling multiple tasks. There are other recommendations that
researchers consider vital for women who are trying to balance work and family.
Other Recommendations for Finding Balance
Baumgartner and Schneider (2010) offer four strategies that will help women

36
break the glass ceiling. These strategies are as follows: (a) make the effort and be
determined; (b) promote yourself by being assertive and communicating with others; (c)
place emphasis on nonverbal communication; and (d) keep educating yourself by
participating in trainings and internships. These aforementioned strategies will enable
women to feel empowered and be resilient when encountering stereotypes. The female
participants in this study also discussed the importance of overcoming stereotypes by
anticipating, detaching oneself from, and refusing to believe in gender prejudices
(Baumgartner & Scheneider, 2010). They also recommend that aspiring women leaders
not feel offended if they are excluded from the “good ol’ boy” networks, but rather invite
themselves in to join the network. Finally, the female participants urge women to initiate
meetings and learn how to play sports, such as golf, to be able to participate more in
male-dominated networks.
To balance their personal and professional lives, there are various strategies
women can utilize. Marshall (2009) points out that one such strategy is to acknowledge
the realities associated with balancing a career and children. The workplace can assist
women by designing procedures and policies to create an awareness of work/family
issues, openly discuss work/family issues, and evaluate the benefits and policies related
to parenthood. Professional institutions can also implement mentoring programs that will
assist women in pursing administrative positions. Brown and Irby (1996) discuss
different topics such as decision-making skills, developing career plans, working
successfully within the cultural and political system, and learning how to effectively
select and work with role models, mentors, networks, and sponsors (as cited in
Shakeshaft, et al., 2007). Shakeshaft et al., (2007) refer to the findings from the study

37
conducted by Brown and Irby (1996) to highlight the importance of improving leadership
preparation programs for women pursuing administrative positions. Similarly, Burgess
and Tharenou (2002) concluded that women need training and professional development
to boost their job performance and increase their self-confidence.
Burgess and Tharenou (2002) also assert that aspiring women leaders need to be
visible and create a public image for themselves. These women also need to establish
significant relationships and social networks that will provide honest advice to enable
success in their professional lives (Burgess & Tharenou, 2002). In implementing the
strategies mentioned above, these women will earn credibility from their colleagues and
reduce role ambiguity, further minimizing work/family conflict and decreasing tension
between their work and personal lives. They will also understand their limitations and
abilities as professionals. Similarly, Searby and Tripses (2006) stated that women need to
have an understanding of their strengths and weaknesses, be willing to seek mentoring
relationships if need be, and develop strategies to implement at work and home. Female
administrators were also able to balance work and family life because they were aware of
their support systems and used them (Marshall, 2009).
Havice and Williams (2005) found that women balancing work and family life
should discuss their priorities with their family and significant others, set aside dedicated
family time, be realistic about daily goals, find ways to relax and take breaks, develop an
understanding with their family about their career role, and use a calendar to be organized
and keep track of obligations. Marshall (2009) discusses strategies that women can
implement in order to alleviate marital strain. The female administrators in this study
spent at least one hour together with their significant other after the children went to bed.

38
They also communicated with their significant other throughout the day, went out on
dates, and did activities together as a couple.
To help women schedule their time between work and family, Marshall (2009)
suggests prioritizing their personal needs. The female college and university
administrators in Marshall’s study listed different ways to overcome the guilt of not
spending enough time with either their children or in the workplace: (a) acknowledge the
guilt and learn to manage feelings of anxiety; (b) develop professional confidence; and
(c) recognize that your children are “turning out well” and have been raised to be positive
members of society. Once women are home, it is important for them to focus primarily
on their children and significant other. Marshall also found that the female college and
university administrators made professional compromises in order to balance home and
work life. The female administrators in this study placed the needs of their children first
and did not accept positions that interfered with their home life. These women were also
willing to make less money in order to limit their involvement within the organization
and be able to spend more time at home with their families. They made these sacrifices
because their children were young and, as their parent, these women wanted to spend
time with their children. The women would seek career advancement once their children
were older and had more independence. From this study, it can be inferred that making
sacrifices in the workplace and at home is an important component to achieving balance.
The study conducted by Marshall (2009) takes place in a school setting and
addresses a working atmosphere akin to that of school administrators. Marshall
demonstrates that women in any educational leadership position struggle to achieve
balance due to the multiple roles expected of them. All women who have advanced in

39
their careers need to find methods to approach balance which enable them to be satisfied
in both their personal and professional lives.
Chapter Conclusion
Because women must make sacrifices if they choose to pursue leadership
positions, some women may choose otherwise. Being able to balance work and family
responsibilities does not lie entirely on women, but also in the attitudes and barriers that
exist within organizations, including inhospitable corporate environments that
discriminate against women (Ragins, Townsend & Mattis, 1998, p. 36). Hence, the
pathway to leadership positions is not easy for aspiring women leaders because of
challenges they face along the way, such as the glass ceiling phenomenon and “good ol’
boy” network. Additionally, it is more difficult for women to seek career advancement
when they feel isolated and have fewer support systems and mentors (Shakeshaft et al.,
2007; Hoff & Mitchell, 2008). Due to the shortage of female mentors who are
successfully balancing home responsibilities and career duties, it is difficult for women to
find a mentor to confide in or talk to about their professional and personal aspirations
(Marshall, 2009; Wrushen & Sherman, 2008). The lack of mentors has a negative impact
on aspiring women leaders, and stresses the need for mentors and formal mentoring
relationships within organizations to guide and advise women (Brown, 2005; Marshall,
2009).
Organizations and supervisors can support women’s efforts in balancing work and
family life by creating a family-friendly workplace and reducing the workload (Seay,
2010). In doing so, women would experience less emotional and physical stress.
Flexible work hours and alternative employment options, such as 4-day work weeks, may

40
allow more women to pursue different career options because they are able to take care of
their families while fulfilling work obligations (Seay, 2010; Marshall, 2009). Because it
is also important for work settings to be empathic and understanding of work and family
issues, Marcinkus, Whelan-Berry, & Gordon (2006) recommend that organizations
implement supportive organizational policies that will teach employees how to handle
work and family concerns. Supervisors who recognize the multiple demands of working
mothers can also create a supportive work environment by allowing women to leave
work early if their child is sick or if they need to attend a school function (Marshall,
2009).
Even though there is research that states that balance between work and family
may be unattainable, there are stories of women leaders who are successfully balancing
home and work responsibilities, as well as benefits associated with being both a
professional and a mother. According to Marshall (2009), women college and university
presidents reported personal benefits, such as the ability to enrich the lives of and provide
for their children. These women also received the personal gratification of making their
children proud. Marshall (2009) also identified the professional advantages of having a
career. The female college and university presidents loved their careers because it taught
them to be more understanding, compassionate, and sensitive, making them better
mothers. Finally, having a career was important for these women because they were
making a positive impact on society by helping others, especially their students. In short,
these women loved being mothers and professionals. Even though there is no equation to
find balance, the women in this study were able to fulfill their roles as professionals and
mothers. Part of their answer was to prioritize, make sacrifices, and compromise.

41
Equally important, was the ability to embrace their love for their careers and families by
believing in themselves and knowing their strengths and abilities.

42
Chapter Three: Research Methodology

The number of women leaders working in education has increased over the years.
However, women are still underrepresented in administration positions for various
reasons, including the challenge posed by concurrently raising a family and meeting
multiple demands at work. Thus, it is important to understand how current women
leaders in education balance work and family life to demonstrate to aspiring women
leaders that it is possible to fulfill both personal and professional goals. The purpose of
this research study was to examine how Latina principals successfully balance work and
family life. First, the study addresses the challenges Latina principals face while
balancing work and family. Second, the study identifies the support systems that assist
principals to balance professional duties and personal responsibilities. Third, the study
describes the strategies principals used to balance career and household demands. The
study focused on the following three research questions to provide answers to the stated
purpose of the study:
1. What challenges do Latina principals in K-12 schools face in balancing work and
family life?
2. What types of support systems do Latina principals in K-12 schools perceive to be
helpful in achieving balance in work and family life?
3. What strategies do Latina principals in K-12 schools employ to balance work and
family life?
The purpose of Chapter Three is to outline the methodology and research design
behind this study. This chapter begins with a discussion of the importance of using
qualitative research to gather, organize, and analyze data and is followed by a
comprehensive description of the sampling selection and an explanation of the interview

43
procedures that were used for this study. Chapter Three also provides background of the
conceptual framework that guided the design of this study.
Research Design
This study used qualitative research to explore the professional and personal lives
of Latina principals to understand how they fulfill these roles. Merriam (2009) pointed
out that the goal of qualitative research is to investigate how individuals make sense out
of the world, particularly their lives, through interpreting their experiences. Thus,
qualitative research was used to provide an in-depth analysis of how Latina principals
balance work and family life. According to Patton (1980) a qualitative analysis returns to
the data over and over again to see if the constructs, categories, explanations, and
interpretations make sense (as cited in Creswell & Miller, 2000). Merriam (2009) also
describes the product of qualitative research as richly descriptive by using words and
pictures to express what the researcher is learning about the phenomena being studied.
These illustrative descriptions were gathered for each case study because it was
imperative that the principals describe how they balance work duties and home
responsibilities through data gathered from observations, interviews and documents.
By using qualitative research, researchers were able to describe the challenges
Latina principals face, the strategies they use, and the support systems that assist them in
balancing work and family life. Because researchers are the primary source for data
collection and analysis, they determined how long to investigate the case study and
determined whether the data was “saturated,” meaning the data provided strong themes or
categories (Merriam, 2009; Creswell, 1998; Creswell & Miller, 2000). Qualitative
research also utilizes triangulation in order for researchers to analyze the data and be able
to reproduce a credible description of how principals balance work and family life.

44
Triangulation is described as a systematic process that researchers use to strengthen the
internal validity of a study by using different sources to gather data and combining
multiple sources of information to find common themes and categories (Merriam, 2009;
Creswell and Miller, 2000; Patton, 2002).
Sample and Population
The purpose of this study was to conduct interviews with three Latinas working in
principal positions to examine how current women leaders balance work and family
responsibilities. The following criteria was used to select the participants of this study:
 Female principal working in urban K-12 schools
 Ethnic background of Latino/a or Hispanic
 At least three years experience as a school principal
 Had to be a mother
It was important to select participants who matched the above profile to understand how
Latina principals balance professional duties and personal responsibilities. Because the
purpose of the study was to research how women leaders in education balance work and
family life, the three Latina principals were selected because they are mothers and have
been working as school principals in K-12 settings.
Three case studies were selected for the purpose of this study. A case study is an
exploration of a “bounded system” through detailed, in-depth data collection involving
multiple sources of information rich in context (Merriam, 2009; Creswell, 1998).
Additionally, a case study approach was used for this study to gather comprehensive and
systematic data (Patton, 2002). When conducting the case analysis for each individual, it
was important to collect and organize multiple types of data for an in-depth examination

45
of how principals fulfill multiple roles and to make accurate conclusions about the data.
An accurate portrayal of the story of each participant was depicted thanks to the rich and
thorough descriptions acquired through observations, interviews, activity log entries and
artifacts such as resumes. Thus, a deep understanding of how principals balance work and
family life was obtained because of the detailed descriptions the participants provided
about their personal and professional lives. The data was also analyzed closely for
commonalities and themes pertaining to the challenges the principals faced, the support
systems they depended on, and the strategies they used.
Selection Process
Purposeful sampling was used to select the participants for this study. According
to Gall, Gall, & Borg (2007), qualitative studies use purposeful sampling to gain a better
understanding of the occurrence being researched. Patton (2002) also points out that
studying information-rich cases provides a deeper understanding of the phenomena being
investigated. Purposeful sampling was an appropriate means of selecting the participants
of this study to better examine how principals balance work and family life. The
snowball or chain sampling approach was used to select the three participants in this
study. According to Merriam (2009), snowball, chain, or network sampling is one of the
most popular forms of purposeful sampling because, by locating a few key participants
who easily meet the criteria of the study, they can recommend other vital people who
meet the criteria.
The Latina participants in this study were recruited through administrator
networks. After discussing the purpose of the study with a school principal, she decided
to assist with the selection process by contacting two Latina principals who met the

46
criteria for the study. The Principal asked the Latina administrators if they would be
interested in learning more. The Latina principals were then contacted by e-mail to
explain the study (Appendix A) and ask for their participation. The two Latina principals
agreed to participate in the study. The third Latina principal was also recruited through
administrator networks. A member of the cohort recommended a Latina principal from
her district. This third participant agreed to participate after reading an email discussing
the study (Appendix A).
Description of the Participants
Participant A is the principal of School A, a high school. She has been a principal
for sixteen years. There are approximately 2,000 students in School A. Participant A is
married and has three grown children.
Participant B is the principal of School B, an elementary school. She has been a
principal for five years. School B has approximately 500 students. Participant B is
married with three children.
Participant C is the principal of School C, an elementary school. She has been a
principal for five years. School C has approximately 700 students. Participant C is
married with two children.
Theoretical Framework
Social role theory is the driving force behind the conceptual framework (Figure
3.1) for this study. According to social role theory, there has been a historical division in
labor between women, who are more likely to assume responsibilities at home, and men,
who often assume responsibilities outside the home (Eagly, 1987). Eagly (1987) also
points out that society questions the ability of women to fill particular positions, such as

47
leadership roles. Thus, the roles women and men are expected to fulfill in society differ.
The conceptual framework illustrates how historical influences are the bases for these
societal expectations. These societal expectations have directly impacted social roles and
gender stereotypes assigned to women. According to the conceptual framework, there is
a relationship between the roles women embody in the home and work domains because
of the social roles and gender stereotypes. Within the home domain women are
perceived as caregivers, housewives, nurturers, and mothers, and these roles are
transferred into the workplace. Because of this perception, it is difficult for women to
break these roles in the work domain and are thus expected to operate within their
assigned social role at work. The challenges they face within both domains due to the
social roles assigned to them make it difficult to balance both roles. The conceptual
framework shows that women who reach leadership positions, while balancing work and
family life, have support systems and employ different strategies in the home and work
domains.

48
.

Conceptual Framework
Ed. D. Thematic Group, 2009
Figure 3.1

Data Collection
The interview questions (Appendix B) were developed and sequenced by doctoral
students working together on the same research topic—women leaders in education
balancing work and family life. The order of these questions was highly important
because it allowed the participants to discuss issues related to the challenges they face,
the support systems on which they rely, and the strategies they implement to achieve
balance. The participants of this study were interviewed two times, each interview
ranging from 45-60 minutes. With the second interview, the researcher was given the
opportunity to follow-up and clarify information. The interviews were conducted in
person and recorded with a digital recorder. The participants were asked to refer a
Societal
Expectations
Historical Influence
Social Roles
Gender Stereotypes
Work
Domain
Family
Domain
Strategies
Support Systems
Challenge
s

49
mentor, colleague, or family member for a short interview to obtain more information on
how Latina principals balance work and family life. Referral interviews (Appendix C)
were only conducted with the permission of the participants.
The interviews were also kept confidential and stored in a secure place. After the
interview, the responses were transcribed verbatim, and each participant was emailed a
complete transcript of her interview for review and clarification. To protect the identities
of the participants, the name of the schools in which the participants are employed also
remained confidential.
After each interview ended, the researcher was responsible for completing the
Observation Checklist (Appendix D) of the different items found in the participants’
office, which was completed after the interviewer left the participants’ office. The items
included on the checklist are as follows: family pictures, personal artifacts, school
awards, professional degrees and recognitions and the office décor important to the
participant. A numerical value was also given to the number of times the interview was
interrupted by staff and students.
This study looked at the job description and work/family policies, including
benefits and practices that assisted the female participants in fulfilling both their work
and family responsibilities. Each participant’s job description and work/family policies
were verified online through the corresponding district’s website. The participant’s
resume was considered only if she volunteered it upon request of the document.
The participants of the study recorded information in an activity log (Appendix E)
to assist the researcher in describing and interpreting the data pertaining to balancing
work responsibilities and career duties. The journaling in this activity log lasted for a

50
period of about five weeks. The principals recorded weekly entries in their logs,
answering questions regarding their experiences at work and home.
Instrumentation
According to Merriam (2009), it is important to use multiple methods of data
collection because information in an interview can be cross-referenced against
observations and documents. Since no single method can ever fully explain a
phenomenon of interest, multiple sources were used in this study to gather information
about each case study in order to triangulate the data. Triangulation also enables
researchers to provide an explanation of the phenomena being studied through analyzing
and identifying trends by different methods, which include interviews, observations, and
documents used in qualitative research.
Semi-structured interviews
Gall, Gall and Borg (2007) assert that using interview questions is an important
method of gathering data because it allows researchers to explore different topics and
find out about the participant’s inner experiences, values, and interests. Thus, the
purpose of interviewing in this study was to gain insight into each participant’s personal
and professional reality, especially regarding their roles as mothers and principals.
Interview questions also permit researchers to learn about each participant’s opinions and
feelings, which the researcher would not be aware of simply by conducting observations.
The questions used in the semi-structured interviews for this study were both
specific and flexible so that the participants were comfortable telling their stories and
sharing their experiences about balancing work and family life. The interviews also
permitted the researcher to listen closely and observe the Latina principals in their work

51
setting. During the interview, they were also able to disclose openly personal matters and
expand honestly on the topics regarding balance. Additionally, the principals were able
to explore new issues related to fulfilling professional and personal roles as they
answered the questions.
Interview questions assist in building trust and a good rapport between the
researcher and the participant to facilitate the data collection process. According to
Patton (2002), rapport means that the researcher respects the participants by making them
feel that what they are saying is important, and it also creates an empathic and respectful
relationship between the interviewee and the interviewer (Patton, 2002; Creswell &
Miller, 2000). Thus, having a good rapport with the interviewer helped the principals
feel that their contribution, knowledge, feelings, and experiences were valued and
appreciated.
According to Gall, Gall, & Borg (2007), semi-structured interviews also
incorporate probing questions to gather more information about the phenomena being
studied. Probing questions “deepen the response to a question, increase the richness and
depth of responses, and give cues to the interviewee about the level of response that is
desired” (Patton, 2002, p.372). This allowed the participants to provide more information
about the challenges they faced, the strategies they used, and the support systems they
relied on to balance work and family responsibilities. In order to put the principals at
ease, elaboration cues, such as gently nodding, were used to create a safe environment
and to communicate that the researcher was listening and paying close attention to the
interviewee.

52
Observations
Observations were used to analyze how female principals balance work and
family life. Merriam (2009) points out that there is no ideal set time to spend observing,
but rather, the total amount of time spent collecting data depends on the case. While the
physical setting of each principal was being observed, it was important to get the answer
to questions such as: “What is the physical environment like?” “How is the space
allocated?” and “What objects, resources, and technologies are in the setting?” (Merriam,
2009, p.120). To make sure that proper documentation would take place, the observation
checklist guided the observation protocol of this study.
Documents and Artifacts Analysis

Balancing work and other responsibilities has become an important concern in the
workplace, especially because the number of women in the workforce appears to be
increasing. Work/family related policies are important because these policies reassure
the principals that they can take care of their family’s needs without putting their jobs at
risk.
The activity log was used so the participants could write about their experiences
throughout the week with regards to their work and family domains. In the activity log,
the principals describe how they are able to find balance, forming a clear picture of how
they fulfill the roles they are expected to fulfill throughout the week, especially when life
becomes more challenging or complicated. Their responses in the activity logs were
important because the researcher used the written entries to better understand and
describe how Latina principals balanced work and family life.

53
The purpose of obtaining a resume was to gain insight into the participant’s work
experience and her professional development. The job description also allowed the
researcher to have a better understanding of the responsibilities the participants fulfill and
the duties they complete in the work setting.
Data Analysis
Creswell (2003) states that there are six necessary steps to analyze data (Figure
3.2). According to the diagram, during Step One, the data is organized and prepared for
analysis. In Step Two, all the data is read carefully. The coding process takes place in
Step Three after a detailed analysis of the data is completed. The diagram illustrates that
in Step Four the coding process is used to produce a description of the people, categories,
or themes for analysis. Step Five focuses on how the categories and themes are
represented in the qualitative narrative. Finally, the diagram shows that the data is
interpreted in Step Six.

Creswell’s Six Steps of Research
Figure 3.2

54
Ethical Considerations
The Institutional Review Board (IRB) approval was obtained to consider all the
necessary steps that would protect the rights and welfare of the participants before and
during the research study. The purpose of an IRB review is to assess the ethics of the
research and its methods. To accomplish this objective, research protocols were closely
followed. These protocols included informed and voluntary participation by the
participants. The participants signed the consent form after agreeing to participate in the
study. After signing the consent form, they were provided once more with the details of
the study, including its purpose, the research questions, and the data collection process.
The dates for the interviews were also scheduled during this time. To protect the identity
of the participants, ethical guidelines outlined by the IRB were also followed in order to
assure the participants that the information they provided would be kept confidential.
Pseudonyms were used in this study to protect and maintain the confidentiality of the
participants, their schools, and the school districts in which they are employed.

55
Chapter Four: Findings, Analysis, and Discussion

The purpose of this chapter is to discuss the findings from the qualitative data
collected to determine how three Latina mothers currently working as school principals
successfully balance work and family life. By analyzing the different types of data
collected, this chapter outlines the challenges Latina principals encounter, the support
systems they depend on to balance professional and personal responsibilities, and the
strategies they implement to fulfill multiple roles. The findings in this chapter are based
on data from interviews, activity logs, observation checklists, as well as artifacts such as
resumes, job descriptions, and district work/family policies. Chapter four begins with a
detailed description of the demographics of the participants. The remainder of the
chapter is organized to answer the three research questions, followed by a discussion and
analysis of how Latina principals successfully balance work and family life.
Participant Overview
The purpose of this study was to examine and describe how current Latina
principals are able to successfully balance work and family life by analyzing: (a) the
challenges they face, (b) the support systems they rely on to fulfill numerous demands,
and (c) the strategies they employ in their personal and professional lives. As outlined in
Chapter Three, the participants interviewed for this study were primarily selected because
of their cultural background and professional experiences. The career experiences,
stories, and resumes of all the participants clearly demonstrate that they are passionate
about working in education and helping students succeed. The demographics of these
women showed numerous commonalities. All the participants in the study are of
Mexican heritage and are first generation Americans. They are also mothers and are

56
married. Prior to becoming principals, they were teachers and assistant principals.
Additionally, they are working in urban schools located in Southern California. The
following information describes their individual demographic characteristics both
professionally and personally, including their total years of experience working in
education, their prior administrative experience before becoming a principal, and a brief
description of their family. To protect the participants’ anonymity, the three principals
were assigned as: Participant A, Participant B, and Participant C. To maintain further
confidentiality, the cities, schools, and school districts in which the principals are
employed were assigned letters that match the participants.
Participant A
Participant A, the fifth daughter of a traditional Mexican family, grew up very
close to her parents and six siblings. She attended a nearby California State University
because her father would not permit her to attend a school far from home. With the
support and encouragement of her 4
th
grade teacher, she was allowed to transfer and
commute to a University of California school farther from home, where she earned her
bachelor’s degree and teaching credential. Participant A divorced her first husband when
her sons were thirteen and nine years old and her daughter was five. Her second and
current husband of seven years has three children from a previous marriage. Her sons
have since graduated college and have children of their own, and her daughter is
currently attending a four-year university away from home.
Participant A has been in education for over thirty years, including sixteen as a
principal. She worked for thirteen years in one of the largest districts in the country as a
teacher, Activities Director, Dean of Students, and Assistant Principal at the high school

57
level. As a principal in District A, she opened one of the most successful intermediate
schools in the district, and was then tapped to lead an underperforming intermediate
school. She returned to high school administration once her children were older and later
volunteered to be transferred to “low-achieving” School A, where she typically works a
twelve-hour day.
Participant B
Participant B was raised in a traditional Mexican family in Central California,
and, against her “strict” parents’ wishes, left home to attend her dream school in Southern
California. Her family, especially her mother and grandmother, at first did not support
her decision to move away, accusing her of being a “bad daughter” and abandoning her
family. Her family stopped reproaching her once they realized during her sophomore
year in college that she would not be returning home. Participant B married a month
after she earned her bachelor’s degree and teaching credential, and she currently has three
children ages fourteen, eleven, and six. Her fourteen-year-old daughter is a student in an
elite academic program where only the top 25 students in the county are admitted.
Participant B helps manage a youth soccer league in which her entire family is heavily
involved.
Prior to becoming a principal, Participant B was a teacher, a counselor, and an
assistant principal. She was a middle school principal for two years and has been an
elementary school principal for over six years. Participant B gained classroom
experience at multiple grade levels because she believed that teaching at every grade
level would give her the credibility and confidence to be a supportive principal. While
concurrently finishing her doctorate in education, she averaged four hours of sleep daily.

58
Participant C

Participant C was born in Orange County and adopted and raised by her Mexican
grandparents in a poor inner-city area inhabited mainly by a Spanish-speaking
population. She obtained a full scholarship to a private university in Southern California
and earned her bachelor’s degree and her teaching credential in four years. She received
her administrative credential shortly afterward. Participant C was a teacher for over
twenty-two years, and has been a bilingual resource teacher, an outreach consultant, and
an assistant principal. This is her second year as principal at School C, one of the lowest
performing elementary schools in the district. She was transferred to School C because
of her ability to increase academic achievement and state test scores as principal at a
previous elementary school. She noted that she often works weekends and typically gets
less than six hours of sleep.
Participant C is married with two children. She has a Special Needs son who will
be attending college next year, and her fourteen-year-old daughter received a full
scholarship to attend a prestigious boarding school on the East Coast. Participant C
attends all the school board meetings, is a member of the Community Advisory
Committee, and helps lead a children’s Special Education group in District C. She serves
as the liaison between District C and a neighborhood association, and is also a member of
an assistance committee that coordinates the distribution of school uniforms for 2,000
elementary school students. Participant C is the chairwoman of a group that feeds 500
people on Christmas Eve. She is a board member of the dance studio her children
attended, and also sponsors a community basketball team. The following Table 1 is an
overview of the participants who were interviewed for this study.

59
Table 1: Participant Demographics
Name of
Participant
Married # of
Children
Ethnic
Group
Current Position # of Years as
Principal
Previous Positions
Held
Highest Level
of Education
Participant
A
Yes/
Over 6
years
3 1
st

Generation
Mexican-
American
High School
Principal
with
approximately
2000 students
16+ Teacher, Dean of
Students, Activities
Director, Middle
School Principal,
Assistant Principal
Masters of
Arts in
Educational
Administration
Participant
B
Yes/
Over
14
years
2 1
st

Generation
Mexican-
American
Elementary
School Principal
with
approximately
500 students
5+ Teacher,
Counselor,
Assistant Principal,
Middle School
Principal
Doctorate of
Education in
K-12
Leadership
Participant
C
Yes/
Over
16
years
3 1
st

Generation
Mexican-
American
Elementary
School Principal
with
approximately
700 students
5+ Teacher, Bilingual
Resource Teacher,
Outreach
Consultant,
Assistant Principal
Masters of
Arts in
Educational
Administration

Research Questions

This chapter presents three case studies of Latina principals. To illustrate how Latina
principals balance work and family life, this chapter closely addresses the three research
questions presented below:
1. What challenges do Latina principals in K-12 schools face in balancing work
and family life?
2. What types of support systems do Latina principals in K-12 schools perceive
to be helpful in achieving balance in work and family life?
3. What strategies do Latina principals in K-12 schools employ to balance work
and family life?
The purpose of the research is to examine and discuss how Latina principals balance
work and family demands. Standard procedures for reporting, analyzing, and interpreting
qualitative data were used. Data were triangulated using interviews, activity logs,
observation checklists, and artifacts. This allowed for an increase in the reliability and
validity of the methodology. The interviews were transcribed and selected quotes were
used to describe how Latina principals balance work and family life. The data will be

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presented in themes that are related to the three research questions. The findings for each
research question are presented and followed by a detailed analysis.
Data Findings
Research Question 1: Challenges
Research question one asked: “What challenges do Latina principals in K-12
schools face in balancing work and family life?” This question offers insight into how
Latinas overcome the challenges they face both in their professional and family lives. All
the participants reported that it is difficult to give 100 percent of themselves to both work
and family life. Participant B writes in her activity log that “this is extremely difficult to
do when everyone wants undivided attention and 100 percent effort. Hard to be
everywhere at once and get the job done.” The similarities and differences among the
three Latina principals are addressed and explained. From reviewing the interviews,
artifacts, and activity logs, six themes highlight the challenges the participants have
encountered in their professional and personal lives: (a) cultural upbringing, (b) ethnic
identity (c) external barriers, (d) feelings of guilt, (e) marital strain, and (f) time
constraints. The six themes as they relate to the first research question are fully discussed
and summarized.
Cultural Upbringing

The three Latina participants were raised within a traditional Mexican patriarchal
culture. As discussed in the literature review, Latinas are taught that the well-being of
the family comes first to preserve traditional gender roles and family values. Participant
A stated that her father did not encourage her to go to college because he expected her to
marry and be taken care of by her husband. Unlike her father, her mother encouraged her

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to go to college, but she had to stay close to home and live with her parents. The
expectations placed upon Participant B by her parents were similar to Participant A
because her parents tried to pressure her into staying close to home for college. Even
though Participant B’s parents were college graduates, they were very upset when
Participant B decided to attend a more nationally recognized university away from home.
She explained:
Although they wanted me to go to school, our cultural values override at all times
societal norms, and so they didn’t want me to leave home. I was the oldest female
in a Latino home. You do not leave your house unless you are married, and so it
was a very painful struggle.

Participant B recalled this experience as a difficult period in her life because there were a
lot of tears and arguments. Niemann (2004) describes Latinas who do not conform to
gender roles as “bad women” or “traitors.” Participant B’s family, in particular her
grandmother, did not understand why she chose to “abandon” her mother and her family,
and was labeled a “bad daughter.” Participant B understood that in order to honor her
family, she had to obey her parents and remain at home until she married. Yet,
Participant B did not want to simply focus on the home domain and conform to
traditional gender norms. She knew that moving away for college and not following the
path her family had set for her meant betraying them. Although she loved her family, she
had to break away from cultural expectations to accomplish her goals. For Participant B,
“stepping outside” of the culturally prescribed marianismo resulted in negative
consequences such as guilt, sadness, and estrangement from her family. Her family
finally acquiesced during her sophomore year of college when they realized she would
not be returning home. Participant C, who was adopted by her grandparents at a young
age, believes that she always worked hard and earned good grades to make her

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grandparents proud. When she received a full scholarship to attend a private university
close to home, her accomplishment was received with mixed-emotions. She explains:
I was the third one in my family to go to college. No one really my age went to
college, like my cousins who said, “You really don’t have to go to college” and
told my grandparents, “Why are you sending her to college, it is not really that
important.”

Because her grandparents understood what it meant for her to obtain a college degree and
knew how hard she had worked to earn a scholarship, they ignored her cousins’
comments and supported her decision to attend college.
In short, because they all grew up in traditional Mexican families, all the
participants learned about the importance of familism, the sense of belonging and feeling
connected to the family, honoring the family through hard work, and prioritizing the
needs of their family over their own needs to honor and uphold family values and
traditions (Desmond & Lopez, 2009). Participant A pointed out that Sundays are
reserved for her family. She said:
My parents are older, so Sundays we go where they live to visit them. My
mother-in-law is only a few blocks away, so we visit her too. On Sundays we
visit our siblings and families. We live close enough to drive in, visit, keep them
company and take them to dinner.

Participant C also assists her immediate and extended family when they ask her for help.

She shared the following:

I’ve noticed that in the last couple of years my family has come first, but for a
long time, it was work then family. It was awful, I know. I shouldn’t have done
that, but I did. But now my family is first. My nephew was in the hospital and
my cousin needed me to pick him up and take him to the hospital, so I did that.
It’s like being in a million places at once and trying to help everybody. You want
to be there for family and I can tell you that the hardest times have been when I
have to deal with family stuff, like when my grandfather died, because the school
still has to run. Or when my husband had a heart attack. I took my laptop with
me and I was just waiting in the hospital so I worked the whole time. When I was
dealing with the death of my aunt, my cousins asked me to talk to the nurses,

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make the funeral arrangements and write her eulogy. I was in the middle of
writing up a teacher and collecting statements to place her on administrative
leave. I had to call my uncle to tell him I would read the eulogy tomorrow. There
I was like 11 o’clock at night trying to get everything ready. The next morning
was my aunt’s funeral. I ended up going to school before the funeral because I
was worried about this teacher. I was there for half-hour, made sure that school
started, and then ran to the funeral to read the eulogy.

The choices the participants have made also revolved around what is best for their

families. Participant B wanted to be a television host and travel the world, but she

changed her mind when she met her husband. She explained:

The second I looked at marriage, my plan went out the window because of my
family upbringing and values. I wanted to be a good wife and good mother and I
loved learning and kids, so I decided to pursue a job in education. When I leave
work, the joke is that I’m going to start my second job. My schedule is crazy,
between work and the real Mexican job-house cleaning, laundry and going to
church. I’m trying to raise good kids. Good people. Not Mexican people, not
American people, just good people.

Some of their decisions, such as moving away to college, have also created confusion and
discord. Yet, all the participants maintained a sense of responsibility to pleasing their
families. Although the participants felt it was difficult at times to break away from their
families to accomplish their goals, they realize that doing so has allowed them to support
their immediate family, including their parents, and offer their children better
opportunities than the ones they were offered.
Ethnic Identity
The participants appear to differ in how they perceive themselves as Latinas and
the challenges they faced because of their minority status. While Participant A did not
experience ethnic barriers, Participants B and C discussed how these barriers made their
careers more stressful because of how they have been treated in their school settings
given their ethnic identity. Participant C revealed she has always felt as if she has to

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work harder to prove herself because of her gender and physical appearance. As
discussed in the literature review, research studies pertaining to women in leadership
positions found that women had to over-perform and work harder than their male
coworkers to be viewed as credible and earn the respect of others (Davies-Netzley, 1998;
Ragins, Townsend, & Mattis, 1998; Brown, 2005). This was true for Participant C, who
pointed out that her colleagues, particularly other Latina administrators in the school
district, treat her differently. She believes many Latina administrators are competitive
and have a tendency to put down other Latinas to prove they are better. Participant C
claimed she is able to overcome these challenges by focusing on her students, even if she
finds her job, in her words, “emotionally draining.” As a Latina she was raised with the
belief that she is responsible for taking care of others, and is therefore constantly looking
out and taking care of everyone, particularly her students.
As a school administrator, Participant B has seen how Latino parents have been
unsupportive of her because they question her abilities as a principal. When recalling the
Latino parents with whom she has worked, she commented:
Many Latinos, unfortunately, do not like to see other Latinos succeed. It’s
jealousy. “You made it, why can’t I? You don’t look any better than I do, why did
you make it?” I have to tell them about me to prove to them that I understand
them. I may look like I’m fourth, fifth generation and Americanized, but I’m first
generation. English is my second language. I started kindergarten not knowing
English, and my mom and my grandma were homeless when they came to the
United States. I have to expose that to get their respect. I don’t have to do that
with my African-American parents, Vietnamese parents, or Caucasian parents.

Latino parents have critiqued her for no longer abiding to traditional gender roles because
of her status as an administrator. The Latino parents also claim that she does not
understand their needs because they see her success as a division between her and the
community. Nonetheless, remembering their cultural roots and upbringing allows all the

65
participants to be empathetic and understanding of their minority students, in particular
their Latino students, who constitute the majority of the population they serve.
External Barriers
The responses regarding professional barriers ranged from organizational barriers
to sexism and ageism. Participant A pointed out that she has not felt that her ethnic
background brought additional barriers to her career success; however, she has faced
organizational barriers. Because she is currently working in a low-performing school, her
greatest challenge is working with district-mandated professional development trainings
and workshops to increase student achievement at her school. This is in conflict with the
time her teaching staff spends in the classroom and with her ability to perform classroom
observations and monitor student learning. Participant A does not allow professional
barriers to hold her back and believes she has been presented with many opportunities
because of her excellent work ethic, which has helped advance her career.
Similarly to Participant A, Participant B made it clear that she does not allow
barriers to hold her back. She stated:
I don’t see personal barriers. Otherwise I wouldn’t be here. I don’t see things as
barriers because, to me, barriers mean, ‘I can’t’ and that doesn’t fit in my
vocabulary. I always figure out how I can. If I can’t do it one way, then how can
I do it another way.

A friend of principal B also stated that Participant B “believes that everything is solvable
and fixable.” Yet, Participant B has faced professional barriers such as ageism and
sexism. She claimed she was overlooked for a job because of her age and she was not
hired for a different job because she was female. She believes she was first in the
interview rankings, but was not selected because the district wanted a male administrator
to fill the position. It was clear from the interviews that the participants faced

66
professional barriers in their pathway to principalship. Nonetheless, ageism, sexism and
organizational barriers did not prevent the participants from achieving their career goals.
Feelings of Guilt

Chapter Two revealed that many women leaders often feel guilty about not giving
100 percent of themselves to either work or family life. Research studies have found that
women leaders regret not spending enough time with their children because of work
demands (Marshall, 2009; Judge & Livingston, 2008). These feelings of remorse and
blame were evident in the responses provided by all the participants. Participant A made
it clear that she wished she would have spent more time with her children when they were
young. She moved to administration at the intermediate school level at District A
because it would give her more time at home with her young children. However, when
recalling her time as a single mother and being divorced, she stated: “I had a mortgage to
pay. I didn’t want to displace my kids, but I had to do it out of necessity at that point in
time. I did feel guilty.” Similarly, Principal C made it clear that being a principal has
been a challenge because she does not have enough time to fulfill both family and
professional roles. For years, her professional life has come first and her family second,
which has led to feelings of guilt and dissatisfaction. She wished she had spent more
time focusing on her family, especially her son with special needs. Feelings of blame
were also evident in Participant’s B activity log. After leaving her daughter’s high school
registration early, Participant B wrote the following:
I felt so guilty even though all I missed was the power point presentation. I felt
bad. By the time I got back to work there was a problem waiting for me, so I
pushed my mother guilt aside and I took care of work.

After missing the first day of school for all her children, she wrote:

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I missed their first day again. It feels horrible to miss taking them to school and
walking them to their line on their first day. I think it is worse for me than for
them since my husband did go.

Participant B also wrote about how lonely it is at times to be a woman with an
administrative job and young family. In her activity log, she reflected about the
following:
The journey is lonely but people will walk with you when you ask. Yet, there are
chunks of this journey- principal-wife-mom-that only I can carry the burden. I
have to adjust and make the best choices as to benefit all and take away from
none.

Participant B wrote about feeling alone, especially when making “tough choices,” but she
continues on because people stand by her when she needs them the most. Because the
participants know they have a very demanding job, they attempt each day to spend
quality time with their families, especially their children. The participants never have
enough time to complete their professional duties and dedicate time to their families,
leading them to regret missing special occasions with their loved ones, which in turn
leads to feelings of guilt, dissatisfaction, or sadness.
Marital Strain
When discussing whether or not their careers were compatible with their
marriage, the participants shared different experiences and difficulties. Women leaders
have reported marital strain because their work responsibilities interfere with their
personal lives (Judge & Livingston, 2008; Wrushen & Sherman, 2008). Additional
research has found that secondary school principals have questioned their ability to
maintain their marriages while working as administrators (Loder, 2005; Wrushen &
Sherman, 2008; Hoff and Mitchell, 2008). All the participants from this study discussed
the challenges of being married and working in a leadership position. Thinking about her

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first marriage, Participant A described her divorce as a very difficult period in her life
because her children were very young when she and her husband separated. Becoming a
single mother meant she had to spend many hours at work to provide for her children.
Similarly, Participant B explained that at times it has been a challenge to focus on her
marriage because she invests most of her time on her children’s needs and her
administrative duties. She also pointed out that her relationship with her husband is at
times business-like, constantly negotiating who picks up the children and how to better
support them.
Overall, the participants faced similar daily challenges in attempting to balance
work, motherhood, and spousal responsibilities. It is clear from both their verbal and
written responses that it is difficult to give 100 percent of themselves to all of the duties
they are expected to fulfill. Participant C has faced fewer strains in her marriage because
her husband has made personal sacrifices to facilitate her success as an administrator.
Her husband works part-time, takes care of household duties, and was responsible for
taking their children to school and to extracurricular activities. Without her husband’s
availability to carry a larger share of the family responsibilities, Participant C
acknowledged she would have had a more stressful time fulfilling her multiple roles.
Time Constraints
Not having sufficient time to complete both their career and home duties was a
major challenge shared by the participants. Participant A wrote in her activity log about
the difficulties of making time for both work duties and personal responsibilities. For
example, she was unable to attend a medical appointment with her husband and had to
reschedule all of her work appointments when her mother was sick in the hospital.

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Feeling a strong sense of obligation to be there for her mom and family, Participant A
tried to tackle both her personal and professional responsibilities by working from the
hospital, but found it was difficult to do so. She returned to work because there were
important activities at school, despite her continued concern for her mom and her
family’s well being.
The friend of principal B also discussed how difficult it was for Participant B to
balance work and family life because of the lack of time to accomplish both. Friend B
said the following,
She has so much on her plate. She always gets everything in because of the lack
of sleep, her own sacrifice of her own time. She puts others first, always gives
more of herself to others than she gives to herself. Her true down time is
grabbing a cup of coffee or her sneaking away to Ross and looking at jewelry, or
grabbing five minutes to herself literally, I mean, I am not even exaggerating, five
to ten minutes to be by herself is down time.

To fulfill all her obligations, Participant B makes personal sacrifices such as canceling
appointments with friends, not going to the gym, or not being part of book clubs.
Participant B prefers to forgo personal activities to ensure she is a constant part of her
children’s lives.
Participant C wrote in her activity log about the daily dilemmas she faces as she
attempts to balance work and family life. In the spring, she planned to visit her daughter
who attends boarding school on the east coast, but her boss questioned her request. She
wrote the following: “my request for time off was granted, but I had to justify my point
and tell my boss that I would not choose my job before my daughter.” She had to learn
how to Skype from her office to talk to her daughter, although at times she has not been
available to have these Skype sessions because of work commitments. Participant C
wrote:

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I was sad about not being able to communicate with my daughter and have now
been planning ahead. Late nights continue and I have been losing sleep trying to
get all the paperwork done. I worked Saturday to clean up my desk.

Participant C was also canceled two of her dentist’s appointments because she had to pick
up her nephew’s children from school. It is clear that all the participants have to find
different ways to structure their schedules to accomplish work and family demands.
They are constantly juggling their roles as principals, mothers, wives, and sisters as
problems and necessities arise and fluctuate. As a result, they need to be flexible, and
need to plan as far ahead as possible to avoid the burdens that come with being pulled in
too many directions at once. This is especially difficult because the participants do not
have sufficient time to complete numerous tasks.
Analysis and Discussion of Research Question One
It is clear from the interview and journal responses that work/family conflict is
inevitable for all the participants. Maintaining a sense of passion for both their family
and work duties, however, is what drives the participants to overcome these challenges,
helping them to remain flexible as priorities fluctuate, find creative ways to meet their
responsibilities, and accept what they simply cannot achieve. The perseverance of all the
participants is visible in the stories they shared about not giving up on their goals, the
choices they make in their daily lives to do what is best for their school and students, and
standing by their families at all times, especially during times of need.
For the three participants, part of these challenges are likely unique to their being
Latinas. The themes of marianismo and familism were present throughout the challenges
the participants discussed, but especially in those that more directly affected their
personal lives. Marianismo and familism influenced the challenge of cultural upbringing

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in forcing the participants to always place their families above the fluctuating demands of
the workplace, and to place themselves last. Marianismo and familism also compounded
the sense of guilt the participants faced in not being able to give one hundred percent of
themselves to their families. The strain this had on their marriage, they were raised to
believe, could have been avoided if they had conformed to their traditional roles of
passive women who stay home to raise their families. This combination of both external
and internal challenges thus presented work/family conflicts unique to the participants.
The literature review defined work/family conflict as a “form of interrole in which
role demands from the work and family domains are mutually incompatible, so that
meeting demands in one domain makes it difficult to meet the demands in the other”
(Burke & Greenglass, 1987 as cited in Perrewé & Hochwater, 2001). The three
participants acknowledged that taking on a principal position has permitted them to better
provide for their families, but not without added challenges that frequently lead to
personal sacrifices. These challenges are both internal and external, such as feelings of
guilt or pressure from the school district, making balancing work and family life more
difficult and stressful. At the end of the day, the participants have been able to set aside
these perceived and real challenges to do what mattered most to them, which is making
their families proud and ensuring their students’ success.
Research Question 2: Support Systems
The second research question asked: “What types of support systems do Latina
principals in K-12 schools perceive to be helpful in achieving balance in work and family
life?” Finding out about these support systems was a critical component of this study to
understand how Latina principals are able to balance work and family responsibilities.

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Previous research studies have found that women leaders successfully fulfill multiple
roles because of different support systems in their personal and professional lives
(Davies-Netzley, 1998; Loder, 2005; Seay, 2010). As defined in Chapter two, internal
support systems include, but are not limited to, spouses, family members, and friends,
and external support systems include daycares and paid babysitters. All the participants
of this study discussed how they had to rely on various support systems to find balance in
their lives. These support systems included husbands, mothers and grandmothers, family
members, friends, day care centers, and influential individuals working in education.
Husbands
All the participants stated that their husbands were their greatest support system,
making it clear that they help with household duties. As previously discussed, husbands
in recent years have taken on more domestic tasks such as cooking, cleaning, and laundry
(Lero, 2003 as cited in McElwain, Korabik, & Rosin, 2005; Marini, 1990). Participant C,
who is married to a non-Latino, was the only participant whose husband is primarily
responsible for domestic duties. She also stated that she has been able to focus on her
professional life and succeed in her career because her husband has made sacrifices.
Participant C said: “My husband honestly changed his life so I can do all this. He was
the one that gave up his job to work part-time and be the primary caretaker of our
children and take care of household chores.” Participant A, who is married to a Mexican
American, stated that she and her husband share domestic duties, although they do not
have to worry about childcare duties because their children are adults. She also describes
her husband as very understanding because he is also career driven. He is supportive of

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the work she does and will use his own experiences to offer a new perspective or give her
advice when she is facing a difficult situation at school.
Participant B, who is also married to a Mexican American, is primarily
responsible for the domestic duties at home. Nonetheless, her husband helps with the
children. Participant B’s husband will often shift his schedule to pick up their children
from school and take them to soccer and other extracurricular activities. Participant B
pointed out that she is lucky to have a husband who works in Real Estate because as a
broker he is able to maintain a flexible work schedule. When she has late meetings or
school events, her husband will change his appointments with his clients so she does not
have to worry about the children. Furthermore, if the children get sick, her husband will
also take the day off and work from home, so she will not miss work.
Previous research studies have found that household duties and childcare tasks
continue to fall on women because of societal expectations (Hoff & Mitchell, 2008;
Beeny, Guthrie, Rhodes, & Terrell, 2005). Latinas, in particular, are raised to believe that
they are primarily caregivers and mothers, while men are the breadwinners. Research
studies have argued that Latino couples in the U.S. have maintained traditional gender
roles, suggesting Latino husbands are less likely than non-Latino husbands to assist their
wives with household responsibilities (Nieman, 2004; Schmidt, Barvosa-Carter, &
Torres, 2000). All the participants from this study indicated that their husbands make it
easier to balance work and family responsibilities. Participants A and B, who are married
to Latino men, acknowledged that they felt responsible for household duties and found
themselves at times conforming to traditional gender roles. Nevertheless, they also made

74
it clear that their husbands assisted them with domestic tasks such as cooking, cleaning
and taking care of the children, which made it easier to balance work and family life.
Mothers and Grandmothers
As examined in the literature review, familism, which is defined as the sense of
belonging and feeling connected among all the members of the family (Desmond &
Lopez, 2009), was very prominent in the responses of the three participants. All the
participants mentioned that either their mothers or grandmothers had been the biggest
influence in their lives, given particular traits that resonated with them, particularly their
dedication to hard work. Furthermore, emotional support came from these women. They
were able to share their difficulties with their mothers and grandmothers, and knowing
that these women had also experienced hardships in their lives helped the participants
believe that they were also capable of solving their dilemmas and overcoming problems.
Participant A attributes her success to her mother who taught her to work hard to
accomplish her goals. Similarly, Participant C credits her grandmother as the person who
taught her about the importance of working hard and earning people’s respect. She stated
that her grandmother taught her everything, including the importance of putting 120
percent into your work in order for people around you to also give 120 percent.
Participant C remembered her grandmother’s experience:
My grandma taught me you always treat people with respect. I always remember
my grandmother being treated poorly because she was this small, Mexican
woman, even though she is very smart and speaks English fluently. Yet she
would do things to help other people, including those who didn’t speak English.
She treated everyone the same and always said thank you.

Participant B recalled how her college-educated mother sacrificed her well-being
in Mexico to migrate to the United States, and was homeless for some time; all to have

75
the opportunity to live a better life. She shared the following about her grandmother:
“my biggest influence was my grandma. Her work ethic alone, her drive, her ability for
self-preservation, her courage, and to do whatever it takes to survive.” These women are
important to the participants because their experiences have given the participants the
perseverance to succeed both at home and at work, even at the cost of self-sacrifice.
Research has described Latina women as being responsible for childrearing, self-
sacrificing, and placing the needs of their families above their own (Niemann, 2004;
Webster, 1994), and the three participants, thanks to the influence of their mothers and
grandmothers, were no different.
Family, Friends and Day Care Centers
Family members, including siblings and friends, reduced work/family conflict for
all the participants and allowed them to fulfill family and work obligations. Participant A
explained that her sister was very supportive after Participant A’s divorce. As a single
mother, she was able to lean on her sister to take her children to school in the morning
and take care of them in the afternoon. Research has shown that women who feel
supported are less likely to suffer from maternal separation and stress (Erdwins, Buffardi,
Casper, & O’Brien, 2001). Participant A trusted that her children were safe and happy
thanks to her sister, and later found the same comfort in day care centers. Participant C
pointed out that when her children were young, she found babysitters close to work so
she could spend time with them during recess and lunch. She enrolled her children in the
elementary school where she worked so she could see them daily, and to facilitate the
logistics of getting them to and from school. Participant C stated that she also relied on

76
friends to pick up her children after school. She explains: “you want to make it so you
find that balance by having friends you can count on.”
Similarly, Participant B named her sister-in-law as a great provider of support.
Her sister-in-law lives close to her, making it easy for her to babysit and pick up the
children from school and soccer practice. Participant B describes her sister-in-law as her
“second spouse” and best friend. When Participant B finds herself without options
because of her busy work schedule, she calls her sister-in-law for help. Participant B also
listed her children as a source of support. Since the time they were little, she taught her
children the importance of the family unit and working as a team. She explains: “in order
to function, sometimes someone has to take the hit for others and has to do a little more.”
Because she cannot be in two places at the same time, she has taught her children the
importance of making sacrifices to accommodate everyone’s busy schedule. Her family
has learned to work as a team and to prioritize as a single unit where they need to be and
who comes first. Her fourteen-year-old daughter also helps her take care of the younger
children. Being able to rely on loved ones to accomplish both family and work
obligations has also reduced stress and feelings of guilt.
Influential Individuals Working in Education
According to the literature presented in Chapter Two, women often rely on
mentors for support and encouragement. The participants did not talk directly about
mentors, but rather about influential people working in education who have assisted them
during different times in their lives. These people include elementary school teachers,
college professors, and school district colleagues. Participant C states:

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I really do try to surround myself by great people, and people will say that the
best leaders surround themselves with people that work. They are like a support
system because they are willing to step up and help.

These individuals have encouraged the participants during difficult times in their careers,
giving them honest advice and the support they need to make important decisions.
Participant A and Participant C both spoke of teachers who were very supportive
throughout their education and continue to be so in their work lives. Participant A
describes her elementary school teacher as a significant person in her life because she
spoke to her about college and helped her transfer to a UC system school. Her
elementary school teacher informed her parents about the importance of receiving a
college education and also introduced Participant A to a UC Professor who helped her
during her college years and with whom she remains good friends. She stated:
Had someone not gone to see my parents, my father would have said no to my
transferring to a UC system school. My father believed that I would be fine
without school because my sisters did not go to school and were doing well. A
teacher stepped out, came to my home, visited my parents, and talked to them
about college. Nobody had done that for my sisters.

Similarly, Participant B recalled how her fifth grade teacher believed in her at a
time when most other people saw her as a “little Mexican girl from Fresno who would
probably not do anything with her life.” She said her fifth grade teacher saw “past the
color of her skin” and told her she was capable of doing great things. Participant B met a
professor when she was completing her Master’s degree who is Latino, and whom she
believed understood her cultural background. He supported her throughout her education
and was a chair member for her dissertation. Participant B continues to stay in contact
with Professor B and often seeks his guidance.

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Research has found that women rely on mentors and social networks to
successfully navigate their work environment (Searby & Tripses, 2006; Scalon, 1997;
Ragins, Townsend & Mattis, 1998; Brown, 2005). Participant C stated that different
members of her school district supported her with her career choices, particularly after
she was promoted to principal. The Superintendent has always been honest with her,
called her for input, listened to her, and provided feedback. Other school district leaders
have also stood by her decisions. Her former principal, whom she also considers a good
friend, taught her the importance of “thinking outside the box, building relationships and
informing the staff about results.” The participants find comfort in knowing that there
are people whom they can call for honest feedback and turn to for support when they are
struggling with a problem.
Analysis and Discussion of Research Question Two
In seeking out support systems, the participants returned to the theme of familism,
meaning they relied mostly on family members as support systems. The participants also
listed non-family members in their support network, but these were individuals who
shared their ethnic background or who at least had an understanding of their cultural
roots. The participants especially relied on close family members when it came to
emotional, personal, and family support. The participants noted they turned to their
mothers and grandmothers for the perseverance to take on their work and family
responsibilities, while their husbands helped with the quotidian family demands. The
non-family members the participants mentioned as part of their support system fell less
into the personal part of their lives and more into the professional, turning to them for
career advice and professional support.

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The research findings also indicate that Latina principals in K-12 schools perceive
both outer and inner modes of support as equally helpful in achieving balance in work
and family life. Other modes of support included having others take the children to and
from school, receiving career advice, and getting support to get a college education.
Inner modes of support are seeing life and work through the lens of a parent’s cultural
experience, finding comfort in knowing that their children are safe, and feeling at peace
knowing that there are people around them on whom they can count. All the participants
made it clear that without these modes of support, they would not be able to balance their
career and domestic duties. Their support systems strengthened their ability to perform
their administrative duties while completing their household responsibilities. Equally
important, they are able to find satisfaction knowing that they are doing the best they can
both personally and professionally, which feeds into their sense of attaining balance in
family and work life.
Research Question 3: Strategies
The third research question asked: “What strategies do Latina principals in K-12
schools employ to balance work and family life?” According to numerous studies
focusing on school leadership, women leaders implement various strategies to manage
and complete work and household duties (Fleck, 2008; Whitaker, 1996). The participants
used various strategies to balance work and family demands, although none of them
discussed using school district resources, such as marital or parent-child conflict
counseling, aging parents and life transitions programs, or paid time off during the school
year. Furthermore, their paid time-off is aligned with California laws, the Education
Code, and the California Code of Regulations. But the participants appear to avoid

80
missing work at almost all costs. Participant C said: “I haven’t taken a sick day in five
years since I’ve been a principal.” She works extra days during the summer, which
allows her to take compensation days off during the year. Similarly, Participant B tries
not to miss work even when her children are sick, relying on her husband to take off the
time. Regarding family planning, she explained:
My babies were all planned to be summer babies, even though I had maternity
leave. For example, my youngest, I was already a principal, so I planned her.
She was born in August, although I really wanted July, but I missed it by a month.
The teachers missed me one week because I only took the minimum six weeks.

Other strategies the participants discussed to balance work and family efforts include: (a)
prioritizing, (b) planning, (c) integration, and (d) accepting limitations.
Prioritizing
All the participants accomplished their work and household responsibilities by
arranging their daily obligations and tasks in order of importance. Participant A said:
I think you have to prioritize things that are important. I think that to be
successful in any one thing you have to. There are times that work requires more
focus and there are times home requires more focus. Work is really important,
but our families and other responsibilities pull us away and we have to tend to
them.

Participant A pointed out that when she is at work, she concentrates primarily on work
duties, and when she is at home, she focuses mainly on her husband, family and
household duties. She adds:
My job is very important to me. I love what I do. The staff. The teachers and my
school are very important to me, but probably not more important than my family.
If I had to choose between the two, I would choose my family.

Participant A makes decisions that will make her happy, taking life one day at a time, and
taking advantage of opportunities presented to her. Participant C believes that to
complete both work and home duties, she has to prioritize. She states:

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The number one thing I have is to prioritize. There is a point that you just say, do
I do this over this? What is the most important? That is how you do it. You do
what you have to do, so I prioritize everything. I will always decide what is more
important, can this be done or could this wait.

Finally, Participant B also spoke about the importance of prioritizing to balance work and
family roles. She stated the following: “I think it is about priorities. My family is first
and my work is second. A close second, but it is still second. So, out of necessity of
doing both, I make priorities.” She also points out that because she has to prioritize, she
has to make sacrifices. If she has to leave work early to tend to a personal matter, she
knows that she will have to complete the work by staying late in her office or taking it
home. Friend B also mentioned how important it is for Participant B to prioritize in
order to perform multiple roles. Friend B pointed out the following about Participant B:
She has a good idea of what should come first between her work and her family.
She always keeps things in perspective because she spends time with her kids,
always makes time for her family, always ends up doing well at work and doing
what she needs to get the job done. She is emotionally and mentally strong.

To maintain a balance between their personal and professional lives, the participants use
their experiences as principals to determine their true priorities. They also keep in mind
that their families and loved ones come first. When planning what they had to accomplish
first, they knew the steps they needed to take to satisfy everyone’s needs.
Planning
Planning extensively permitted the participants to adjust their schedules to meet
multiple demands. In order to find balance between their school activities and familial
events, the participants had to coordinate with and disclose their calendars to different
people. All the participants share their calendars with those closest to them to stay
organized and help them and others keep track of their appointments and schedules.

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Participant A uses the calendar from her computer to keep track of school activities and
meetings. She stated:
I do a weekly newsletter for my staff in which I include a calendar. I put this
together on Sunday night and include everything going on that week, such as field
trips, parent conferences, benchmarks, and meetings. The calendar helps me have
a handle on what is going on and where people are.

Similarly, Participant B uses different calendars to keep track of her home and work life.
According to Participant B, her calendar:
Makes people dizzy. Everything is coded so I can at one time see what everyone
is doing, so I know what I’m doing. I don’t want to miss important days, kids,
family life, appointments. I do not schedule personal appointments that may
interfere with work responsibilities and vise versa.

Participant B grants access to her calendar to people such as her secretary, the assistant
principal, and her husband, so they also know where she is and what she is doing. She
points out that she is able to balance work and family life because her calendar permits
her to structure each day. To better manage her daily routine, Participant B volunteers to
be the soccer mom of her children’s team. She explains:
I know it sounds insane, but it’s really to control more of the schedule. If you end
up in a random team it can totally mess up your schedule, so part of it is actually
very strategic. I can make sure that soccer practices don’t conflict and I can
control our schedules more.

Participant B also has a calendar at home for her children to know where to find her and
on which project she is working. This allows her children to know how to help around
the house when she is not there.
Participant C also discussed the importance of sharing calendars to stay
organized. She explains: “The teachers have it. They get it weekly. It literally has every
district meeting, school meeting, school site counsel, everything. I needed something to
keep us sane.” Additionally, Participant C believes that the calendar allows her to foresee

83
what she refers to as “landmines” and “grenades.” By having everything planned out, the
teachers and her staff are aware of what is going on at the school and on what she is
working.
Participant B has set up a system where she organizes her various projects and
responsibilities into bags. In each bag she keeps all the materials she needs for the major
projects she is working on, such as master schedule, her children’s soccer team, and one
for each of her children. She stated that keeping everything in its compartmentalized
place saves her time and the stress of being unprepared for either personal or professional
events.
The participants recognize there are often things that come up unexpectedly, but
by having everything they can control planned out, they are able to avoid potential
conflicts. Having a calendar was important because it helped the participants stay
organized and maintain control over both work and family responsibilities. Furthermore,
the people who are closest to them are aware of their busy schedules and know how to
reach them if they are needed. Overall, the positive effects of keeping accurate calendars
and sharing them with the people from their personal and professional lives allowed the
participants to find fulfillment in both spheres of their lives, regardless of how busy their
lives may be.
Integration
While planning extensively facilitated the participants’ ability to juggle their
responsibilities at home and work, integration allowed them to find overlaps in their
personal and professional lives to maximize what they can achieve considering daily time
constraints. Participant C recommended that Latinas in leadership positions integrate

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their professional and personal lives. When her children were young, she had them
attend the elementary school where she was working to make it easier to spend time with
them and ease childcare logistics. As her children got older, she chose extracurricular
activities close to home to make attending events and picking them up easier. Participant
C became a director of the dance studio her children attended in order to spend more time
with them. She also serves on a Special Education Committee that assists students with
special needs, which, she noted, benefited her son’s social development. Additionally,
her children often did their homework in her conference room while she finished her
work. Participant C stated:
I have always been devoted to work, but I have asked my kids if they feel that I
have missed out because I have been working. They say they have not because
they were with me at work a lot of the times. Make sure you learn how to
combine both worlds, if you do that you can be happy and have both. Your job
and your kids.

During the summer, Participant C had her children distribute textbooks to each classroom
while she finalized the Master Schedule. Participant B employed similar integration
strategies. In her activity log, she noted that her daughter helped her assemble materials
for her first staff meeting because Participant B was falling behind.
Accepting Limitations
The participants acknowledged that their families come first, while their careers
are a close second. As such, they are willing to accept their limitations to ensure their
work duties do not interfere with their home life. Participant A stated:
I think you have to be forgiving of yourself. You know, especially Latinas, we
have a role that we have to play, we have roles that we have to follow, we are
wives, mothers, and sisters. I think sometimes we get pulled. We see other
expectations that people have for you. You just have to live to your own
expectations. Don’t bite off more than you can chew and be realistic.

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Similarly, Participant C discussed the importance of not taking on too many
responsibilities. She said:
Do not buy into everything and don’t spread yourself so thin. Learn when to say
no and just stand by it. There are certain days that are sacred to me: holidays,
dance recitals, graduations. Don’t be scared to tell people, “I have a family and I
have to make them a priority.” Do things that give you meaning and purpose in
life.

The participants have learned to draw a line between work and family responsibilities
based on their individual priorities. Their passion for serving others, particularly their
families and students, motivates them to maintain positive attitudes and make reasonable
decisions. Furthermore, they surround themselves with people who will help them think
about their choices and who listen closely to their ideas. They welcome advice from their
colleagues and invite others in their decision-making process to take into account
opposing views and understand what others want, especially when facing dilemmas.
Participant A said:
I try not to react when there is a difficult situation. I try to think about the
situation, I get feedback from people, and talk to people. I do the research, think
about it, and come up with a plan and implement it.

For Participant A it is important to admit when she makes a mistake to demonstrate to her
staff that she is not “perfect.” Apologizing to her staff has also helped her build
relationships and trust among her staff. Similarly, Participant B believes that how
information is presented, especially during difficult situations, is very important therefore
she tries not to overreact. She turns to her faith when she does not know how to solve a
problem or has to make a tough decision. Participant B, who describes herself as very
religious because of her father’s influence, stated the following:
I use logic to make the best decision. I weigh the pros and cons and then make a
decision; I stick to it, regardless of the fallout. Once I know that’s the right thing,

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then I just do it, don’t think about it. A “what if” shouldn’t stop me. Tomorrow’s
barriers should not stop today’s decisions. But during difficult times, I usually go
back to my religious roots. I’m very spiritual. So the strategy is, “ Dear God,
what am I supposed to be doing and how am I going to know? Am I supposed to
do something else, and what is it God?” Therefore, I don’t see change as
negative. God knows where my contribution will be so I will pay it forward. God
guides me and gives me the wisdom. God knows why it is happening, what it’s
going on even if I don’t know where things might lead. I put my faith in that
because it is supposed to happen.

When facing difficult situations, all the participants connect regularly with people whom
they trust inside and outside of work such as district personnel, former teachers, and
college professors for guidance and advice. Additionally, the participants recognize what
they value and how to act on it. They spend time with their family, and making an effort
to stay relaxed by participating in different activities they enjoy. The participants have
also learned to say “no” to keep work and family responsibilities in perspective.
Analysis and Discussion of Research Question Three
The three participants have found that integrating their professional and personal
priorities has helped them maintain a grounded perspective, which has facilitated their
balancing work and family life. This was evident not only from their interviews and
activity logs, but also from the observation checklists. All three participants decorated
their offices with similar paraphernalia, including family memorabilia, cultural paintings
and expressions of encouragement, and college awards and motifs. Surrounding their
work environments with family and cultural content allows the participants to remember
who they are, where they come from, and why they are willing to make the sacrifices that
they do for work and their families.
The participants acknowledged that finding equilibrium between their
professional and personal lives is a daily challenge, which has forced them to find

87
creative ways to maximize their time, their efforts, and their success. In their activity
logs and interview responses, the participants described the tradeoffs and sacrifices that
come with having to balance such conflicting demands. Their years of experience have
taught them that they can place limitations on work demands and still be successful
administrators. The participants keep in mind that their families come first and work
second. Thus, they set clear boundaries between their work and family life because
professional responsibilities minimize the time they can spend with their families.
Calendars were coordinated with family members and coworkers to ensure the
participants would be available and present during important events and activities.
Seeking help from the different support systems and strategies, such as establishing
priorities, allows them to fulfill the duties required of both roles. Moreover, the
principals are able to find balance because they stay grounded and, equally important,
they are eager to go to work and be with their families because they are passionate about
fulfilling both roles.
Chapter Summary
This chapter outlined the findings from the qualitative interviews, activity logs,
artifacts, and observation checklists. The three research questions were answered using
the stories shared by the participants and the data collected. Following the findings, there
was a discussion and analysis of the three research questions. The summary, conclusions,
and recommendations for further research based on the findings and implications of this
study are discussed in Chapter Five.

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Chapter Five: Summary, Implications, and Recommendations

Balancing work and family life has been a struggle for women leaders in
education because they are expected to maintain traditional family responsibilities as they
acquire professional duties. Women who work outside the home in reality have two full-
time jobs: their professional tasks and their home duties, which include their obligations
as mothers and wives (O’Lauglin & Bischoff, 2005; Dufur, Howell, Downey, Ainsworth
& Lapray, 2010). Each of these roles comes with a set of pressures exclusive to its job
description, making the process of equally fulfilling both roles complicated. School
administrators, specifically principals, are expected to put in long hours at work in order
to adequately meet their responsibilities, including working evenings and on the
weekends (McAdams, 1998; Read, 2000; Yerkes & Guaglianone, 1998 as cited in Loder,
2005). Principals are also accountable for student achievement through standardized test
scores and must answer to the community and the state if their school is not successful.
The work pressures female principals face are not automatically balanced at home
because the women have responsibilities they are expected to fulfill to maintain their
family structure (Hoff & Mitchell, 2008).
From birth, women and men are expected to preserve gender roles assigned by
society, with women being responsible for the home domain (Eagly, 2009; Dulin, 2007).
Because female principals have taken on work responsibilities in addition to their roles as
wives and mothers, they are pressured to succeed in fulfilling both obligations. In trying
to succeed at work and at home, women principals find themselves juggling these roles
and seeking balance to satisfy the numerous demands. Research studies have shown that
women who work outside the home put in more hours, on average, than men to be able to

89
fulfill their tasks (O’Laughlin & Bischoff, 2005; Dufur, Howell, Downey, Ainsworth &
Lapray, 2010). Studies have also shown that women will forego administrative positions
or wait until their children are older to pursue principal positions because they do not
think they are capable of being mothers while working as school administrators (Hoff &
Mitchell, 2008; Loder, 2005; Wrushen & Sherman, 2008). Thus, learning how to balance
work and family has become of interest to the increasing number of women who want to
raise a family while holding the position of principal.
For Latina principals, completing work duties and family responsibilities appears
to be even more complex because of their cultural upbringing. Traditionally, Latinas
have been described as family and home oriented, meaning they are primarily responsible
for fulfilling domestic duties and childrearing (Niemann, 2004; Schmidt, 2000).
Furthermore, Latinas are expected to place the needs of their family above their own and
to preserve traditional gender roles because of marianismo (Niemann, 2004, Webster,
1994). Latinos are less likely to assist Latinas with household duties because of their role
as breadwinners. Thus, it may be more difficult for Latinas to fulfill career duties
because of the pressures of fulfilling domestic duties, especially if they do not receive the
support they need to fulfill multiple roles. Latinas may find themselves sacrificing their
professional goals and putting an end to their career advancement to uphold traditional
values and focus on the needs of the family.
Purpose of the Study
The purpose of this study was to investigate how current Latina principals
successfully maintain a balance between their home and work lives by examining their
experiences as mothers and school administrators. Numerous research studies have

90
focused on the lives of school administrators, but studies on how female principals
balance work and family life, especially Latina principals, is limited. In the past, research
studies have not focused on women leaders because of a common belief that women were
solely responsible for the home domain while men were able to separate their home and
work spheres (Northouse, 2007). The issue of work/life balance is receiving more
attention because more women are seeking leadership positions while maintaining their
roles as mothers and wives.
To understand how Latina principals balance their career and motherhood
responsibilities, this study identified (a) the personal and professional challenges they
faced, (b) the support systems they depended on to negotiate their responsibilities as
principals and mothers, and (c) the strategies they utilized to fulfill multiple demands.
The findings from this study may provide insight as to how Latina principals and Latinas
seeking administrative positions can handle multiple responsibilities and maintain a
balance between their domestic and professional lives. Women working in school
administration encounter internal and external challenges. Thus, it was imperative to
analyze the support systems on which Latina principals relied, and the strategies they
implemented to overcome barriers. This study addressed the three research questions
presented below.
Research Questions

1. What challenges do Latina principals in K-12 schools face in balancing work and
family life?
2. What types of support systems do Latina principals in K-12 schools perceive to be
helpful in achieving balance in work and family life?

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3. What strategies do Latina principals in K-12 schools employ to balance work and
family life?
Summary of the Findings

The qualitative data collected for this study are interviews, activity logs,
observation checklists, and artifacts such as resumes, job descriptions, and work/family
policies. According to the findings from this study, the Latina principals have a
multitude of responsibilities and find it challenging to complete these duties on any given
day. The participants acknowledged that because it is difficult to give 100 percent of
themselves to both their career and home life, they find themselves constantly juggling
their professional tasks and their obligations as wives and mothers. As a result, the
principals felt guilt and expressed sadness for the lack of family life. The themes of
marianismo and familism resonated in the responses of the participants. As Latinas, the
participants were taught that it was their duty to stay home and take care of household
responsibilities, including child-rearing obligations. The participants made it clear that
they place the needs of their families above their own, and make personal sacrifices to
alleviate the guilt of not spending sufficient time with their loved ones. Because they did
not conform to these traditional roles, they strove to make their families proud by
focusing on what mattered the most to their family, and overcame challenges by relying
on different types of support systems.
The findings of this study reveal that without the unconditional support and
assistance of their loved ones, the participants would be unlikely to find a balance
between work and family life. Familism was an emergent theme because the participants
identified family members as a vital source of support. Research studies have found that

92
Latinos are less likely to assist Latinas with domestic duties because of the stereotypical
roles attached to women (Webster, 1994; Niemann, 2004), but both Participant A and
Participant B, who are married to Latino men, pointed out that their husbands assisted
them with household responsibilities. In fact, all the participants pointed out that their
husbands were their greatest source of support because they shared childcare obligations
and assisted them with domestic tasks such as cleaning and cooking. Their husbands
would often shift their schedules to take care of the children’s needs, and also find ways
to encourage the participants when they were facing a dilemma. The participants found
comfort in knowing that their children’s caretakers were close family members.
Additionally, family members such as mothers and grandmothers, were a source of
emotional support and also served as role models. By recalling the struggles of their
grandmothers and mothers, and remembering the love these women have for their
families, the participants were able to embrace their cultural roots and find the strength
they needed to persevere. The participants understood that their grandmothers and
mothers had made sacrifices to provide their children with a better life, allowing the
participants to also make sacrifices and put the needs of their families first. Because their
mothers and grandmothers devoted their lives to their families, the participants attempted
to follow their example by implementing different strategies to meet all their obligations.
The findings from this study indicate that the Latina principals were able to
maintain balance by finding the necessary tools that would enable them to accomplish
both work and family duties. The participants were raised in traditional Latino homes to
be home-oriented, making it clear to them that their families come first and work comes
second. Nonetheless, keeping in mind who they are and where they came from allows

93
the participants to prioritize, and be present where they are needed the most. The
participants’ passion for both their family and work lives drives them to share and
coordinate their schedules with family members, coworkers, and friends. Being aware of
their limitations allows the participants to stay grounded and think thoroughly about the
problems they are facing, and to be prepared and plan ahead. Furthermore, the
participants have also learned how to blend their personal and professional lives to find
balance and complete multiple tasks. It is also their passion for their students and love
for their families that gives them the strength to face new challenges and overcome
personal and professional roadblocks.
Implications for Practice
Shakeshaft (2007) believes that the underrepresentation of women in school
administration is a concern that needs to be addressed. Even though the number of
female principals, including the actual figure of Latinas working as school administrators
in the United States is unknown, it is clear that women are underrepresented in
educational leadership positions. Loder (2005) points out that there is a small number of
ethnic minorities working in American public schools as principals.
Although the districts in which the participants are employed offer benefits such
as maternity, family, and sick leave, as well as other resources, such as family
counseling, districts need to be more vigilant and ensure that principals are taking
advantage of the district plans to assist them in achieving balance. By ascertaining that
principals are taking time off, it increases the likelihood that principals are more likely to
maintain a positive attitude and healthy lifestyle. Because Latina principals rely on
different types of support systems to handle both personal and professional
responsibilities, it is imperative for school districts to be attuned to this in the resources

94
they provide to help balance work and family life. Moreover, school districts should
inform school administrators of work/family policies to ensure that female principals feel
supported and are aware of the benefits that they are entitled to as district employees.
Female administrators are more likely to avoid work/family conflict if they are
empowered to utilize the different types of assistance offered by their school district.
Finally, it is imperative for school districts to offer professional development in
skills such as planning and prioritizing. Because of the multiple responsibilities
principals must fulfill, and because of time constraints, school districts can train
administrators how to complete day-to-day tasks. Learning the necessary tools, such as
how to be organized, will enable female administrators to use their time effectively both
in their professional and personal settings to attain balance.
Recommendations for Future Research
Women are continuing to pursue administrative positions, making it imperative
for future research to focus on female principals. There are many areas related to this
study in which future research is needed. The principals from this study have different
responsibilities depending on their administrative position. It is important for future
research to focus on principals working at the same educational level, due to the
differences between elementary, middle, and high schools in terms of number of students
and staff, and hours spent on extracurricular activities. Work/family balance may vary
for principals depending on where they work, which means that the challenges they face,
the support systems they seek, and the strategies they employ may also be different.
The participants of this study indicated that their husbands are their greatest
source of support; without them it would be difficult to balance their work and family

95
responsibilities. Consequently, it is important for research studies to focus on single
mothers who are working as administrators because they may face a unique set of
struggles. The challenges that Latina principals encounter who are single mothers, the
support systems on which they depend, and the strategies that single mothers in general
working in administrator positions use, may be different than those of female
administrators who are married. Single mothers who aspire to work in school
administration may benefit from the results of such studies. Moreover, future research
studies can also focus on women involved in same-sex relationships or marriages. The
challenges they face individually and as a couple may be different than heterosexual
couples. It is important to identify the support systems on which they rely, and the
strategies they use to balance work and family responsibilities.
All the participants of this study have children, ranging from school-aged to adult.
The participants described how they constantly have to negotiate between the number of
hours they invest at work and the time they spend with their children. Furthermore, many
of the challenges they face and the support systems on which they rely revolve around
what is best for their children. All the participants also discussed feelings of guilt and
moments of regret for not spending enough time with their families. Future research
could focus on female administrators who are married, but do not have children. It is
important to know the challenges principals, who are not mothers, face in their
professional and personal lives, especially because previous research studies have
reported that women believe that the position of principal is not compatible with
parenting children (Loder, 2005; Wrushen & Sherman, 2008).

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This research focused on first generation Mexican American principals. The
participants of this study discussed the immigration experiences of their parents and
grandparents, and how their upbringing shaped who they are and the choices they made.
The importance of familism and marianismo was visible in many of their responses. The
participants valued their families and were willing to make the needed sacrifices to fulfill
their familial duties. Future research can focus on later generations of Latina women to
find out whether or not they face the same familial pressures because of cultural
traditions.
Finally, mentors have been found to provide assistance to school administrators in
different areas, including career development (Whitaker, 1996; Hansford & Ehrich,
2006). Future research studies can compare whether principals who are mentored face
different challenges, particularly professional barriers, than those who do not have a
mentor. Furthermore, principals who are being mentored may implement different
strategies and rely on other types of support systems to balance work and family.
Chapter Conclusion
The findings of this research study are useful for Latina principals who are
seeking to establish balance in their work and family lives. This study increased the
understanding of women in leadership roles, in particular how Latina mothers and wives
find balance as leaders of K-12 public schools. It is important for women to find balance
and successfully manage their responsibilities as mothers and school administrators.
With further research illuminating Latinas’ successes and challenges with finding
balance, more minority women may be more willing to pursue leadership positions. In
the same vein, it is important for female school administrators to familiarize themselves

97
with studies pertaining to educational leadership because they might be struggling with
similar issues. This research will also provide female administrators with the tools they
need to be successful. Furthermore, knowing that other Latinas were able to overcome
both personal and professional barriers and move forward, can give aspiring minority
women leaders reassurance that balance between work and family is attainable.
By having a better understanding of women in leadership roles, particularly the
strategies they employ to maintain work and family balance, aspiring Latinas can also put
these strategies into practice to achieve balance in their own lives and accomplish both
personal and career goals. Additionally, by being informed of challenges they are likely
to face in their daily lives, minority women will be better equipped to enter school
administration, and to develop strategies that will enable them to fulfill both their
traditional role as women and also accomplish their professional goals.

98
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Appendix A: Abstract of Dissertation
Dear :
You have been selected to participate in this study due to your professional leadership in
education and a perception of having achieved successful work-life balance. As a
participant in this study, your contribution will assist other women interested in
effectively managing work and family responsibilities.

The purpose of this study is to determine how women leaders in education balance work
and family roles. Societal expectations of women as primary caregivers result in working
women attempting to navigate multiple professional and personal roles. Those who have
attained the highest levels of leadership are tasked with being effective leaders in their
workplace while at the same time successfully maintaining their home life, whether that
means managing a family or assisting relatives.

While there is no one “right way” to negotiate work-life balance, the goal of this study is
to determine strategies that successful women leaders employ to be effective in managing
work and family domains. These strategies should prove instructive for women aspiring
to education leadership positions. This study will also reveal any obstacles that women
may face along the way to achieving a leadership position in the education field, along
with support systems that assist women in overcoming obstacles. The study’s results
should be of interest to both aspiring and current women leaders as they determine how
to effectively integrate work and family roles.

To that end, the following research questions are posed to determine how women leaders
achieve and maintain work-life balance:

1) What challenges do women leaders in education face in balancing work and
family life?

2) What types of support do women leaders perceive to be helpful in achieving
balance in work and family life?

3) What strategies do women leaders employ to balance work and family life?

107

Your participation in this study should take 4 to 6 hours of your time over a period of 8
weeks and will consist of the following activities:

- 3 interviews

- Journaling in an activity log about your daily/weekly experiences at least once
a week for 5 weeks

- Referral of a person close to you, work or family-related, to be interviewed

Thank you in advance for your consideration of my request to participate. Your
involvement is critical to the success of this study.

108
Appendix B: Interview Questions

Protocol Questions

1. Tell me about your upbringing?
2. Describe your parental and family influence on your career choices.
3. Tell me about your responsibilities at home and at work?
4. How do you describe a typical day?
5. Can we discuss your office environment?
6. I noticed _(photos, drawings, etc.) does that connect to your work life balance?
7. How do you spend your free time?
8. What is your definition of work-life balance? To what extent are you meeting
your definition of work-life balance?
9. How did you come to know the skills necessary for balancing your work and
family life?
10. How does your family role impact your role as a leader?
11. What did you give up or let go of to balance the two roles?
a. How did you feel about making these decisions?
12. What has supported your work life balance efforts?
a. How did you access that support?
13. Tell me about the significant individuals who influence you personally and
professionally? How do they contribute to your success?
a. Cultural
14. Tell me about the factors that contribute to your success.
a. Outside of work
b. At work
15. What strategies have contributed to success in your career?
16. What factors contributed to your motivation to become a principal?
17. What factors led to your role as a principal?
a. Personal
b. Professional factors
c. Cultural
18. Tell me about your career choices, have they changed over time?
19. How long did it take you to obtain your current position? Tell me about the
timeline?
a. Please describe specific experiences
20. What is the same or different about your current position than other positions in
term of work like balance?
a. What were the stressors at different levels?
21. How do you make work a place you want to be?
22. To what extent do you take advantage of work and home policies and resources?

109
23. What are some challenges you face personally and professionally and how do you
handle them? Culturally?
24. Please share specific barriers you encountered along each step of your career?
a. Personal
b. Professional
c. Cultural
d. Organizational
25. How does your role as a leader impact your family role?
26. What strategies do you employ in difficult situations?
27. If you could go back and do it all over again, what if anything would you change?
28. At the end of the day what matters to you most and how do you sustain that?
29. What advice could you offer women for dealing with the same kinds of issues in
their own life?
30. Is there anything you would like to add that I may have missed?

110
Appendix C: Interview Protocol for Referral
Family Member/ Colleague/ Mentor
1. How long have you known Principal X and in what capacity?
2. How do you describe typical day for Principal X?
3. How do you think that her family role impacts her role as a leader?
4. What factors do you see contributing to Principal X’s success
a. Outside of work
b. At work
5. What is your perception of her as a leader?
a. Outside of work
b. At work
6. How do you think her role as a leader impacts her family role?
7. What are your perceptions of the challenges Principal X faces personally and
professionally?
8. How do you think Principal X spends her down time?
9. What strategies to you see Principal X using to overcome these challenges?
10. What do you think matters to her most?
11. Is there anything that you would like to add about Principal X?

111
Appendix D: Office Observation Checklist
Environmental Scan
When conducting an environmental scan, the following questions may apply to specific
points of interest:
I noticed ___________, tell me about the significance of this:
 Pictures of family- who?
 Pictures on computer screensaver- who or what?
 Pictures of personal accomplishments (e.g. marathon, awards, etc.)- what?
 Art from children (if have young children)
 Personal cards
 Flowers or other token(s) of affection
 Souvenirs from vacation(s)- what?
 Personal keepsakes- what?
 Duffel bag and tennis shoes in the office for exercise
 Awards or certificates of recognition
 Inspirational quotes or artifacts
 Exercise-related items (weights, yoga band)
Office Activity
 How many times was she interrupted?
 How many times did the phone ring? Was it a family member?
 Did she receive a text and/or text a family member?
 How many times is she checking her cellular phone or looking at email?

112
Appendix E: Activity Log Questions
Week 1-Week 5: Minimum of 5 Entries over a 5 Week Period

1a. What work-life balance dilemmas did you encounter this week?

1b. On a scale of 1 to 5 (1 = lowest priority and 5 = highest priority), how would
you rate each of these dilemmas?

1c. What decisions did you have to make related to this/these dilemma(s)?

2. What positive outcomes did you experience related to work-life balance?

3. Any other comments?
Cumulative Reflection
1. Take a look at all of the dilemmas you encountered in the past 5 weeks. Please
list them in order from highest priority to least priority overall.

2. What is the rationale for your rating?

3. Any other comments in terms of work-life balance that you would like to
share?

Abstract (if available)

Abstract Women leaders in education have historically struggled to balance work and family life because of societal expectations that they are to prioritize the home and family domain over their careers. Assigned gender roles make maintaining balance a complex process for women leaders because they are responsible for numerous duties and obligations both at work and with their families. Society continues to perceive women primarily as mothers, wives, and caregivers, resulting in women bearing the responsibility for household matters such as child care and spending on average more time than men completing domestic obligations. Because of these competing priorities, women often forego principal positions. ❧ The significance of this study is to make a contribution to the body of research pertaining to women leaders in education, particularly at the level of school principal, by examining how three Latina principals balance work and family life. This study used qualitative research to examine the challenges Latina principals face in their professional and personal lives, the support systems they rely on to fulfill their multiple roles, and the strategies they utilize to maintain work and family life balance. The challenges discussed by the Latina principals included: (a) cultural upbringing, (b) ethnic identity (c) external barriers, (d) guilt, (e) marital strain, and (f) time constraints. The participants relied on the following support systems to fulfill their multiple roles: (a) husbands, (b) mothers and grandmothers, (c) family members, friends, and day care centers, and (d) influential individuals working in education. Finally, the strategies the Latina principals used to achieve work/family balance included (a) prioritizing, (b) planning, (c) integration, and (d) accepting limitations.

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Asset Metadata

Creator Chavez, Verónica (author)

Core Title ¡Si se puede! how Latina principals successfully balance work and family life

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 04/27/2012

Defense Date 03/22/2012

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Latinas,OAI-PMH Harvest,school administration

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Stowe, Kathy (committee chair), Malloy, Courtney L. (committee member), Robles, Darline P. (committee member)

Creator Email chavezv@usc.edu,nicachavez@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-15765

Unique identifier UC11290320

Identifier usctheses-c3-15765 (legacy record id)

Legacy Identifier etd-ChavezVern-668.pdf

Dmrecord 15765

Document Type Dissertation

Rights Chavez, Verónica

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA