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Stories of persistence: illuminating the experiences of California Latina K–12 leaders: a retention and career development model

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Stories of persistence: illuminating the experiences of California Latina K–12 leaders: a retention and career development model

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Content Stories of Persistence: Illuminating the Experiences of California Latina K–12 Leaders: A
Retention and Career Development Model
Margarita Contreras
Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education
August 2024

© Copyright by Margarita Contreras 2024
All Rights Reserved

The Committee for Margarita Contreras certifies the approval of this Dissertation
Maria Ott
Marsha Riggio
Rudolph Crew, Committee Chair
Rossier School of Education
University of Southern California
2024

iv
Abstract
This qualitative study examined Latina K–12 educational leaders’ career persistence and
advancement, showcasing their resilience. This study applied the concept of self-efficacy from
social cognitive theory to understand the factors that allowed the participants to persist
throughout their careers. Using the lens of intersectionality, this study also examined their
support structures. This study aimed to understand challenges, barriers, and strategies for
persistence. Formal and informal structures, such as mentoring and networking, were examined
to understand their effect on career retention. The overall methodological approach was
qualitative and descriptive. The interview data revealed experiences with gender/racial
discrimination, challenges balancing personal and professional obligations, and resilience. These
findings underscore the significant contribution of informal and formal mentoring to Latina K–
12 leaders’ retention and career advancement, providing insights for school districts and
professional organizations. This study’s findings contribute to building infrastructures, support
systems, and a knowledge base to enhance these leaders’ career retention. The practical
implications of this research are significant, as school districts and professional organizations can
use this study to design and implement structures that best support leaders of color, fostering a
more inclusive and diverse educational leadership landscape.

v
Dedication
To my daughter; you are my inspiration, guiding light, and the source of my strength. Your
boundless potential drives me to lead with courage and be the best version of myself.

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Acknowledgments
Completing a doctoral degree has been a transformative journey, both personally and
professionally, and I am profoundly grateful for the support of my community over the past three
years. I extend my deepest gratitude to my dissertation chair, Dr. Rudolph Crew. His patience,
wisdom, and guidance have been the cornerstone of my academic journey. Dr. Crew's belief in
my potential and his encouragement to amplify the voices of Latina leaders have been
instrumental in shaping my growth and direction in educational leadership. I am also indebted to
Dr. Maria Ott and Dr. Marsha Riggio for their invaluable teachings. Their expertise and
mentorship have played a pivotal role in shaping my leadership voice and perspective.
None of this would have been possible without the unconditional support of my family
and friends. My parents deserve my deepest gratitude for their encouragement and sacrifices.
Their boundless support and strong work ethic have been a constant source of inspiration. I am
equally thankful for my daughter, whose patience and understanding have allowed me the space
to pursue my dreams. May my accomplishment serve as a beacon of inspiration for her to
fearlessly chase her own aspirations. I am humbled by the countless individuals who have
supported me along this arduous path. Their guidance, feedback, and unconditional love have
sustained me through the most challenging times, and I am eternally grateful for that.
Finally, I am indebted to the relationships I have forged during this transformative
process. Beyond the wealth of knowledge and experiences gained at the School of Rossier, I
have found a tribe of like-minded educators and built lifelong friendships with my USC
classmates. Together, we stand united in pursuing social justice and educational equity. I extend
my heartfelt appreciation to my USC sisters for their unwavering support, love, mentorship, and
the countless unforgettable memories we have shared.

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Table of Contents
Abstract.......................................................................................................................................... iv
Dedication........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
Table of Contents.......................................................................................................................... vii
List of Tables ...................................................................................................................................x
List of Figures................................................................................................................................ xi
Chapter One: Overview of the Study...............................................................................................1
Background and Statement of the Problem .........................................................................2
Purpose of the Study ............................................................................................................4
Research Questions..............................................................................................................5
Significance of the Study.....................................................................................................5
Limitations and Delimitations..............................................................................................6
Definition of Terms..............................................................................................................6
Organization of the Study ....................................................................................................7
Chapter Two: Review of the Literature ...........................................................................................9
Latina K–12 Leaders in California ......................................................................................9
Personal/Internal Challenges That Latinas Face................................................................11
Barriers and Challenges Latina K–12 Leaders Face..........................................................12
Barriers and Challenges in the Workplace.........................................................................13
Overcoming Challenges and Achieving Success...............................................................17
Supporting the Latina K–12 Leader...................................................................................18
Intersectionality and LatCrit ..............................................................................................22
Culturally Responsive Systems and Structures..................................................................23
Conceptual Framework......................................................................................................24

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Chapter Three: Methodology.........................................................................................................27
Sample and Population ......................................................................................................28
Ethics..................................................................................................................................28
Data Collection and Instrumentation .................................................................................29
Data Analysis.....................................................................................................................30
Positionality .......................................................................................................................31
Credibility and Trustworthiness.........................................................................................32
Summary............................................................................................................................33
Chapter Four: Results ....................................................................................................................34
Participants.........................................................................................................................34
Results................................................................................................................................36
Results for Research Question 1........................................................................................37
Summary for Research Question 1 ....................................................................................51
Results for Research Question 2........................................................................................51
Summary for Research Question 2 ....................................................................................63
Results for Research Question 3........................................................................................63
Summary for Research Question 3 ....................................................................................69
Overall Summary of Results..............................................................................................70
Chapter Five: Findings...................................................................................................................72
Discussion..........................................................................................................................73
Recommendations and Implications for Practice ..............................................................77
Retention and Career Development Model for Latina K–12 Leaders...............................77
Implications for Practice ....................................................................................................82
Limitations and Delimitations of the Study.......................................................................87
Future Research .................................................................................................................88

ix
Conclusion .........................................................................................................................91
References......................................................................................................................................93
Appendix A: Interview Protocol....................................................Error! Bookmark not defined.

x
List of Tables
Table 1: Interviewees.................................................................................................................... 35
Table 2: Partial Responses to Interview Question 9: In Reflecting on Your Mentorship
Experiences, What Qualities Would You Look for in Future Mentors, and Why Are Those
Qualities Important?...................................................................................................................... 61

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List of Figures
Figure 1: Conceptual Framework ................................................................................................. 25
Figure 2: Model for the Retention and Career Development of Latina K–12 Leaders ................ 78

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Chapter One: Overview of the Study
Recruiting and retaining leaders of color in K–12 education is critical to the academic
success of all students. Culturally responsive school leadership (CRSL) argues that
representation matters, and school leaders who represent students’ cultural experiences are a
significant factor in the academic achievement of students of color (Khalifa, 2018; Khalifa et al.,
2016). In California, where the number of Latina school-aged children is rapidly growing, it is
essential to increase the number of Latina school leaders (Gonzales, 2007). Latina K–12 leaders
are vital in public schools because of their ability to connect with Latina students and foster their
academic/social success while valuing their culture (Méndez-Morse, 2004).
Nationally, recruiting and retaining K–12 school leaders of color has been a challenge
historically. Between 2000 and 2017, the school enrollment of students of color increased from
39% to 52% nationwide, while the number of school leaders of color increased from 18% to 22%
(National Association of Secondary School Principals, 2021 [NASSP], 2021). This
representation gap widens as leaders of color face challenging work environments without
systems to support and retain them. School districts need more support systems to retain and
develop educators of color (Méndez-Morse, 2000).
The California Department of Education (CDE) reported 3,291,260 students identified as
Hispanic/Latino throughout California during the 2020–2021 school year. That number
represents approximately 56% of the student population identified as Hispanic/Latino, followed
by 21% Whites and 9% Asians (CDE, 2023). In the 2022–2023 term, Latina female students
represented 27.3% of California’s total student population, followed by 9.6% of students who
identified as White females and 4.5% Asian females (CDE, 2023). The graduation rate for Latina
females in 2021–2022 was 88% compared to 92% White females and 96% Asian females (CDE,

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2022). The disparity in graduation rates between Latina female students and other racial/ethnic
female students is attributed to various factors, including lack of school engagement, poor selfimage, and lack of role models (Zambrana & Zoppi, 2002).
Background and Statement of the Problem
According to the National Center for Education Statistics (NCES, 2000), five percent of
educational leaders in the United States identify as Hispanic/Latina women. In California, where
64.1% of school administrators are women, only 3,816 school leaders are Latina women
compared to 10,425 White women (CDE, 2019). In a state where 27.3% of the student
population identifies as Latina female, only 13.8% of school leaders represent the same identity.
Thus, there is a disproportionate number of Latina female educational leaders compared to
Latina female students in California. Limited access to role models representing the student
population and mentors in the school community hinder these students’ academic achievement
(Zambrana & Zoppi, 2002).
Latina school leaders benefit students by serving as role models (Gonzales, 2007).
Between 2009 and 2020, the percentage of public-school students who identify as
Latino/Hispanic increased from 22% to 28% (NCES, 2022). The rate of Latino school-aged
children is rapidly growing. There is a pressing need to recruit school leaders who can
understand, relate, and empathize with their experiences as a historically marginalized
community (Gonzales, 2007).
Schools led by leaders of the same race/ethnicity as students are linked to positive student
outcomes, including higher attendance (Gottfried et al., 2022). Diversity in school leadership
creates opportunities for students of color to make relevant connections with educational leaders
of their ethnicity and gender (Khalifa, 2018; Khalifa et al., 2016). Murakami et al. (2016) argued

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that Latino students lack representation, advocacy, and role models who can inspire their success
in schools. This lack of role models can hinder Latino students’ success in school (Murakami et
al., 2015).
Latina women in educational leadership fall short due to the need for more representation
in leadership positions (Morales & Harris, 2021). In addition, with limited access to mentors of
color, Latina educators are often coached by mentors who have not lived their experiences of
being female and a member of a historically marginalized group. Latina educators who do not
have the support of mentors who have lived their experiences often face challenges not
understood by those who have had privilege and access (Morales & Harris, 2021). As a result,
there is a disconnect in the mentoring relationship, and Latina leaders are often misguided in
making career decisions.
Educational leaders who build strong networks experience higher career advancement
than those less familiar with the unwritten rules for getting a seat at the table (Harts, 2019).
Historically, Latinas have not had a seat at the table in educational leadership (Morales & Harris,
2021). For example, in a study of women in the workplace, “representation of women of color
falls off relative to White employees and men of color at every level of the corporate pipeline—
leaving women of color severely underrepresented at the top” (Lean In, 2021, p. 7). In the same
study, Latinas in senior-level and upper-management positions were the lowest compared to their
White counterparts. This phenomenon extends to other women of color, including Asian and
Black women, who hold senior-level and upper-management positions at a higher rate than
Latinas. In the educational sector, where White people represent 80% of the workforce, the
representation of Latina leaders continues to fall short compared to their White and educator-ofcolor counterparts.

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Understanding and illuminating Latinas’ experiences in educational leadership are central
to their retention in K–12 education. Furthermore, it is essential to understand the stories behind
Latinas’ retention in leadership positions by examining how they have persisted throughout their
careers despite the lack of structures and systems to support them.
In California, Latino children’s enrollment is growing rapidly, and there is a need for a
proportional number of Latino educators to lead schools (Gonzales, 2007). According to
Méndez-Morse (2004), retaining Latina leaders in K–12 education has historically been
challenging. More recently, studies have examined the factors contributing to this phenomenon,
and emerging research indicates a disproportionate number of Latina leaders compared to the
Latino student population (Hernandez & Murakami, 2016). A growing collection of literature
highlights the underrepresentation of Latina women in school leadership positions (MéndezMorse, 2004). Of the identified factors in the literature, three themes contributing to the
underrepresentation of Latina women in K–12 education include personal/internal,
organizational/institutional, and career development factors.
Purpose of the Study
This qualitative study aimed to gain deeper insight into the lived experiences of Latina
K–12 Leaders who have persisted and advanced their careers in educational leadership. It
examined challenges in leading educational organizations and the barriers to career
advancement. These stories will also add to the growing literature on the retention and career
development of leaders of color in K–12 educational institutions.
Identifying the challenges and barriers Latina K–12 leaders face will enable an
understanding of the strategies that allow them to persist. This study examined formal and
informal strategies, such as mentoring and networking with colleagues, to understand the effect

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of those strategies on retention. This study aimed to contribute to building infrastructures,
support systems, and knowledge base, leading to Latina K–12 leaders’ retention and career
advancement. School districts and professional organizations can glean from this study as they
design and implement structures that best support leaders of color.
Research Questions
The following research questions guided this study:
1. What do California Latina K–12 leaders believe is critical to their persistence and
upward mobility in leadership?
2. How does mentoring impact the personal and professional development of California
Latina K–12 Leaders?
3. What systems and structures can California school districts and professional
organizations implement to support and retain Latina K–12 leaders?
Significance of the Study
Leaders who reflect the student population’s diversity enhance students’ academic
success. Increasing the number of school leaders of color requires a system of support that is
culturally responsive and addresses the needs of leaders of color. In California schools,
understanding the lived experiences of Latina K–12 leaders in education and how they persist in
leadership despite the lack of formal support systems will aid in building a strong pipeline of
future Latina K–12 leaders. Identifying the barriers and challenges they face will assist in
understanding how to support them.
This study examined self-efficacy in the persistence and career advancement of Latina
K–12 leaders. This study’s findings inform formal and informal structures to build strong selfefficacy among these leaders, which can lead to their retention. One focus was to examine

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mentoring as a support structure and how intersectionality affects the mentor-mentee
relationship. Ultimately, this study aimed to implement systems and structures responsive to
Latina K–12 leaders’ leadership development and career advancement.
Limitation and Delimitations
This study is limited to K–12 educational leaders in California who identify as Latina
women with at least 3 years of experience in a leadership role. It is also limited to Latina K–12
leaders who report they have experienced career advancement by accepting a higher position in
leadership or have increased responsibilities in a current leadership position. The study included
self-reported personal narratives in the participant’s leadership positions. Interview questions
related to experiences with networking, mentoring, and other support structures were limited to
the relevance of the research participants’ personal experiences. The delimitations of this study
are limited to the gender of the educational leaders (women), the geographic region (California),
and the number of interviewees.
Definition of Terms
• Career advancement refers to the upward progression of one’s career.
• Culturally responsive school leadership (CRSL) is a framework focused on culturally
responsive education, reform, and social justice education.
• Intersectionality is a framework for conceptualizing a person, group of people, or
social problem as affected by discrimination and disadvantage. It considers people’s
overlapping identities and experiences to understand the complexity of prejudices
they face.

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• A Latina woman is a woman who was born in or lives in South America, Central
America, or Mexico or a woman in the United States whose family is originally from
South America, Central America, or Mexico.
• Mentoring: A mentor is a coach who provides advice to enhance the mentee’s
professional performance and development and is a role model and support system.
• Networking refers to the action or process of interacting with others to exchange
information and develop professional or social contacts.
• People of color refers to people of a race other than White or of mixed race. They are
also referred to as “educators of color,” “leaders of color,” or “students of color” in
this study.
• Persistence is the quality or ability of an individual to continue enduring over time. It
is often associated with determination, perseverance, and the refusal to give up
despite challenges, obstacles, or setbacks.
• Self-efficacy is people’s belief in their ability to control their functioning and events
that affect their lives.
Organization of the Study
This study is organized into five chapters. Chapter One provides an overview of the
study, introduces data and factors to present the underrepresentation of Latina women in K–12
school leadership, and includes definitions of terms used in this study. Chapter Two presents a
literature review in the following areas: identification of barriers and challenges for Latina
women in educational leadership, persistence factors such as self-efficacy, the impact of
mentoring and networking, and an examination of theoretical frameworks that impact women of
color. Chapter Three describes the methodology for this study and includes sample and

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population selection, interview questions, data collection, and data analysis. Chapter Four is a
report of the research findings. Finally, chapter five summarizes findings, implications for
practice, and recommendations. References and appendices are included in the conclusion of this
study.

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Chapter Two: Review of the Literature
This study aimed to examine the experience of Latina leaders in K–12 education and
discover what structures and systems support their retention and success. Representation matters,
and the presence of Latina school leaders is vital to the success of students of color. The
literature indicates that these leaders face challenges and barriers that may not be present for
male or White education leaders. The literature addresses their underrepresentation in school
leadership due to internal and personal challenges, lack of organizational support systems, and
lack of mentorship (Amancio, 2019; Menchaca et al., 2017; Méndez-Morse, 2000; Murakami et
al., 2015). Studies have examined the factors that affect the retention of Latina K–12 leaders.
However, those findings have yet to gain the attention merited to contribute to Latina leaders’
career advancement (Martinez & Méndez-Morse, 2021).
The chapter consists of four sections, each reviewing the literature on a specific topic that
pertains to this study. The first section focuses on the experience of Latina K–12 leaders and the
challenges they face in leadership positions. The second section focuses on the strategies for
overcoming challenges and achieving success. The third section reviews the literature on the
impact of mentoring and networking, particularly with leaders of color. The chapter concludes
with a discussion of theoretical frameworks used to examine the experience of Latina K–12
leaders, including self-efficacy, intersectionality, and culturally responsive leadership.
Latina K–12 Leaders in California
In the 2022–2023 academic term, the CDE reported that 56.1% of the student population
in K–12 schools identified as Latino. The distribution among male and female students who
identify as Latino is about equal, constituting 28.8% and 27.3%, respectively. In comparison, the
percentage of school leaders in California who identify as Latino is 22.7%. According to these

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data, there are twice as many Latino students in the K–12 school system than school leaders who
share their identity. When examining school leaders’ gender, 13.8% identify as Latina females,
and 8.9% identify as Latino males. According to these data, there continues to be a
disproportionate ratio of Latino school leaders to students and wider gaps when considering
gender.
The disproportionate number of Latina K–12 leaders relative to students is a common
finding at the national level. Only 4.1% of principals (3,269 out of 79,618 nationwide) are
Latinos, whereas Latinos constitute 15% of the student body. This number has remained the
same despite efforts to increase the number of educators of color in the last 2 decades (National
Center for Education Statistics, 2000). The lack of representation of Latina women in leadership
has adverse effects on Latino children (American Association of University Women [AAUW],
2016), such as lower academic performance, increased absenteeism, and decreased graduation
rates (AAUW, 2016; Zambrana & Zoppi, 2002). Limited representation of Latino teachers and
principals does not prioritize Latino issues in the school system (AAUW, 2016).
Latino students’ enrollment is rapidly growing in California schools. A study on the
changing demographics of the state’s public schools revealed that Latino students are the fastestgrowing population (Gonzales, 2007). This growth has implications for creating schools that are
inclusive of this growing population and environments that meet students’ and families’ cultural
and linguistic needs. Zambrana and Zoppi (2002) examined the factors influencing Latina
students’ academic outcomes and argued for recruiting and retaining Latina educators. Latina
educators who understand the experience of Latina students are more equipped to meaningfully
address the cultural nuances and societal issues that Latina students face at school and home
(Zambrana & Zoppi, 2002). The literature on Latino leaders’ impact on Latino students’

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academic outcomes states that exposure to these educators benefits these students’ postsecondary
outcomes (Martinez & Méndez-Morse, 2021).
Personal/Internal Challenges That Latinas Face
Latinas often face personal challenges, unlike their White or male peers. The AAUW
(1995) reported that for school-aged children, compared to other racial/ethnic groups, Latinas
had the highest decline in self-esteem: 38% in high school, 59% in middle school, and 79% in
elementary school. As school-aged students, Latinas often face lower expectations and are
viewed from a deficit-minded perspective by school personnel and educators (Gándara &
Mordechay, 2017). Gándara and Mordechay (2017) found that there is also a gender divide in
academic outcomes and stated that female Latina students fell considerably behind Latino male
students in high school graduation and college completion.
Latinas face challenges in the transition to postsecondary education. Storlie et al. (2016)
discussed the challenges that first-generation Latina college students struggled with assimilating
to multiple environments, including home life as a college student and college life as a firstgeneration. These are challenges that other non-Latina women or men did not experience in
navigating the college experience and later searching for jobs. Storlie et al. (2016) found that
Latina college students experience lower self-perception compared to their White peers, which
influenced academic outcomes. In college, Latinas questioned their sense of belonging on a
predominantly White college campus and their academic abilities compared to their non-Latino
peers (Storlie et al., 2016).
Latina students’ personal and internal challenges persist into their professional lives.
Similarly, Latina educators have experienced systemic barriers such as lower expectations from
colleagues, limited opportunities for advancement, and lack of role models who have lived their

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experiences as Latina professionals (Méndez-Morse, 2004). Nevertheless, because Latinas have
overcome barriers in their personal and academic lives, they have pursued leadership roles
(Martinez & Méndez-Morse, 2021). Overcoming these barriers has made Latinas build resiliency
in adversity and persist in leadership positions.
A model used to examine Latinas’ perception of themselves and how those perceptions
influence them is Bandura’s (1994) theory of self-efficacy. Bandura (1994) claims that a
person’s sense of self-efficacy influences how they perceive an experience or a specific task.
Low self-efficacy may lead to negative self-perceptions, leading to challenges in completing a
particular task. Inglebritson (2019) found that Latina leaders overcame challenges in their
profession when they belonged to strong networks and knew how to navigate difficult situations
in the workplace. Participants in that study pointed to possessing a strong skillset to persevere.
They felt a responsibility to improve educational outcomes for future generations, which
suggested a high sense of self-efficacy and effectiveness in being agents of change (Inglebritson,
2019). Further exploration of Bandura’s (1994) theory of self-efficacy will be discussed later in
this chapter.
Barriers and Challenges Latina K–12 Leaders Face
The literature on the experience of Latina leaders in the K–12 system identifies multiple
factors that impact their retention in leadership positions. Studies on their retention identified
barriers and challenges such as discrimination, racial/gender stereotyping, and a lack of support
due to the underrepresentation of Latinas in higher positions of leadership. These barriers and
challenges hinder Latinas’ career advancement and retention in leadership positions (Hernandez
& Murakami, 2016; Inglebritson, 2019; Martinez & Méndez-Morse, 2021; Murakami et al.,
2015).

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A study examining professional development’s impact on career advancement identified
multiple barriers (Inglebritson, 2019). Inglebritson (2019) found that Latina leaders in pursuit of
advanced leadership positions were affected mainly by (a) institutional and community barriers
and the lack of support, (b) intersectional identities as women and members of a marginalized
group, (c) lack of effective professional development, and (d) low self-efficacy. Other studies
found that Latina educational leaders continue to experience challenges related to gender, age,
and race despite the efforts of organizations to be more inclusive and supportive of women of
color in leadership positions (Murakami et al., 2015). Hernandez and Murakami (2016) found
that these leaders felt socially isolated due to the lack of mentorship by other Latina leaders.
They also felt isolated for being one of the few leaders of color in a majority White or male work
environment. They were often tokenized for their perceived ability to serve marginalized
communities and highly diverse populations (Hernandez & Murakami, 2016). Latina leaders also
face challenges balancing their personal and professional roles and responsibilities as mothers,
partners, and family members, given their communities’ cultural and gender expectations
(Murakami et al., 2015).
Barriers and Challenges in the Workplace
Harts (2019) discussed the phenomenon of imposter syndrome, which is often associated
with women of color in leadership positions. The concept of imposter syndrome was developed
in a 1978 study on high-achieving women (Clance & Imes, 1978). The study found that women
continue to doubt their abilities and often feel incompetent in their positions despite their
academic and professional accomplishments. The authors stated that “women who experience
the imposter phenomenon persist in believing that they are really not bright and have fooled
anyone who thinks otherwise” (Clance & Imes, 1978, p. 1). Women feel like frauds, question

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whether they deserve accolades, and, as a result, work harder to prove that they are competent.
Harts (2019) argued that women of color experience imposter syndrome throughout their lives
and careers at a greater rate than White women or men.
Multiple factors hinder women’s advancement into senior-level leadership positions;
among them are microaggressions (Lean In, 2021). Lean In (2021) defined microaggressions as
“demeaning or dismissive comments and actions— rooted in bias—directed at a person because
of their gender, race, or other aspects of their identity” (p. 17). Women experience
microaggressions at a higher rate than men, and women from marginalized communities
experience microaggressions at a much higher rate and in a demeaning manner, including often
being confused for other women of a similar race (Lean In, 2021). When examining the impact
on Latinas in the workplace, Lean In found three areas where they were most affected: being
interrupted or spoken over more than others, feeling judged because of their accent or manner of
speaking, and others making assumptions about their cultural beliefs or values (Lean In, 2021).
Lean In (2021) found that women respond to microaggressions by self-shielding, also
known as self-monitoring, which refers to “efforts to avoid or protect oneself from mistreatment
by continuously modifying one’s behaviors” (p. 17). When examining Latina professionals’ selfshielding behaviors, the organization found that some behaviors are more prevalent among
Latinas than other women: (a) code-switching to blend in with others, (b) toning down what they
say to avoid being unlikeable, (c) not speaking up or sharing opinions to avoid conflict, (d) and
feeling like they have to perform perfectly to avoid scrutiny or judgment (Lean In, 2021). The
last self-shielding behavior of having to perform relates to the previously mentioned concept of
imposter syndrome (Harts, 2019).

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Lastly, the report states that microaggressions threaten women’s psychological safety in
the workplace. Latinas and Black women experienced workplace stress at a higher rate than
other women, which hindered their career longevity (Lean In, 2021). Over half of Latina and
Black women in the study felt worried about being penalized for making mistakes and felt
uncomfortable disagreeing with co-workers (Lean In, 2021). Over 60% of them reported often
feeling excluded in the workplace (Lean In, 2021). The impact of microaggressions and workrelated stress is more significant on women of color and leads to adverse outcomes. The study
reported that women, in general, are more likely to consider leaving their positions or feel they
do not have an equal opportunity to advance into a senior-level position (Lean In, 2021).
Harts (2019) also discussed the prevalence of microaggressions in the workplace and the
impact on women of color. In a study about the effects of microaggressions on the sense of
belonging of people of color, Lewis et al. (2019) utilized this definition of racial
microaggressions: “brief and commonplace daily verbal, behavioral, or environmental
indignities, whether intentional or unintentional, that communicate hostile, derogatory, or
negative racial slights and insults toward people of color” (Sue, Capodilupo, et al., 2007, as cited
in Lewis et al., 2019, p.4). Sue, Capodilupo, et al. (2007, as cited in Lewis et al., 2019) described
three forms of microaggressions that harm people of color because of structural racist social
systems. The first form is microassaults, meaning intentional and blatant behaviors (Sue,
Capodilupo, et al., 2007, as cited in Lewis et al., 2019). The second form is microinsults, which
are unconscious and demeaning or belittling behaviors toward people of color because of their
race (Sue, Capodilupo, et al., 2007, as cited in Lewis et al., 2019). The third form is
microinvalidations, which are unconscious statements or behaviors that ignore the experiences of
people of color (Sue, Capodilupo, et al., 2007). Women of color experiencing a greater

16
frequency of microaggressions in the workplace experience a lower sense of belonging, which
impacts their retention in leadership positions (Harts, 2019; Lewis et al., 2019).
The AAUW examined the gender gap across industries (AAUW, 2016) and found that
despite an increase in women in the workforce and gains across sectors, women remain
underrepresented in senior leadership positions (AAUW, 2016). In 2014, Latinas held only 0.2%
of superintendent positions nationally (AAUW, 2016). The AAUW pointed to several factors
that affect women’s experience in leadership, including race and ethnicity. Women of color
experience gender and racial bias differently than White women and men, as well as men from
their own racial/ethnic backgrounds (AAUW, 2016). This finding relates to Crenshaw’s (1991)
concept of intersectionality and the overlapping forms of discrimination one can experience
based on intersecting identities, such as gender and race. Crenshaw (1991) explored how race
and gender interact to shape the experience of women of color, including in their success with
leadership positions.
Several factors hinder women’s career advancement in senior leadership positions,
including limited work experience, discrimination based on gender, balancing caregiving and
family obligations, and lack of networking opportunities and mentorship for women (AAUW,
2016). When considering the experiences of women of color, recognizing the intersectionality of
race, gender, and class is essential to understanding the challenges they face in accessing
effective mentoring and networking opportunities. Women of color require more effort in
accessing sponsorship and networking opportunities that lead to career advancement than White
women. White women are likelier to engage in and access White spaces that carry influence,
positional power, and decision-making (AAUW, 2016).

17
Overcoming Challenges and Achieving Success
The literature regarding Latina women’s underrepresentation in school leadership points
to internal and personal challenges, lack of organizational support systems, and lack of
mentorship (Amancio, 2019; Menchaca et al., 2017; Méndez-Morse et al., 2015; Montas-Hunter,
2012; Murakami et al., 2015; Peterson & Vergara, 2016). Studies have concluded that Latina
leaders with high self-efficacy and a conviction toward educational equity persevere in
leadership roles (Rodríguez, 2018). In a study about the career advancement of Latina
superintendents, Rodríguez (2018) found that her subjects exhibited resiliency and persistence in
pursuing their career goals. Although the participants reported challenges in work-life balance,
they credited their success to support from mentors and family members (Rodríguez, 2018).
Literature centered around the experiences of Latina school leaders argues that possessing a
strong sense of self-efficacy and confidence empowers women to self-advocate and pursue
senior leadership positions (Martinez & Méndez-Morse, 2021; Montas-Hunter, 2012). MontasHunter (2012) found that Latina leaders with a strong support system through positive role
models or mentors develop strong self-efficacy. The influence of family and spousal support is a
positive aspect and contribution to the career advancement of Latina leaders (Méndez-Morse,
2000).
Peterson and Vergara (2016) examined Latina/o school leaders’ experiences and the
factors contributing to their retention. The authors noted that these leaders’ retention increases
Latina/o school-aged students’ academic achievement. The study highlighted common
experiences among women and men of Latino descent. Among these, leaders noted that
“someone saw potential” in them, and sponsors were not of their racial/ethnic background
(Peterson & Vergara, 2016, p. 6). The study noted that the leaders also experienced common

18
hardships and struggles, including microaggressions directed to them as students and
professionals, being selected to serve managerial tasks, and being pigeonholed to work with
high-poverty populations (Peterson & Vergara, 2016). The authors emphasized that Latina/o
leaders often face scrutiny and build high resilience. Focusing on the needs of the students they
strive to support will allow them to persevere through challenges. Peterson and Vergara (2016)
emphasized district-level initiatives and hiring practices that promote these leaders’ recruitment
and retention. The authors also called for mentoring and networking systems that provide viable
role models for students and support structures for aspiring Latina/o leaders.
Supporting the Latina K–12 Leader
A recurring theme from the literature on the retention of Latina leaders is that having a
strong support network and having access to effective mentors matters. Mentoring can take many
forms and has a role at all stages of career development. Latina leaders with a strong support
system through positive role models or mentors develop strong self-efficacy (Montas-Hunter,
2012). Latina leaders greatly benefit from mentorship from other women of color or Latinas in
senior leadership positions (Martinez & Méndez-Morse, 2021). Moreover, family and culture
influence the development of a strong work ethic and high expectations for professional and
personal goals. Latina leaders rely on family support to overcome challenges throughout their
careers (Martinez & Méndez-Morse, 2021).
Mentoring and Role Models
Méndez-Morse (2004) defined mentoring “as someone who actively helps, supports, or
teaches someone else how to do a job so that she will succeed” (p. 565). Mentoring can also
involve a network of people who mutually support, share information, and benefit from each
other’s experiences (Peters, 2010). The literature suggests that in the absence of formal

19
mentoring opportunities, Latina leaders find mentors from a variety of personal and professional
networks to build their professional skills in support of their career advancement (Magdaleno,
2006; Méndez-Morse, 2004; Peters, 2010; Peterson & Vergara, 2016; Rodríguez, 2018).
Rodríguez (2018) found that they identified members from their professional environments as
mentoring sources and commonly identified family members as also having a strong mentoring
influence.
Méndez-Morse (2004) found that women seek mentoring relationships, first with the
women they are closest to, such as their mothers, and then by constructing mentoring networks
with various individuals that provide differing levels of support. Menchaca et al. (2017) also
found a strong relationship between Latina leaders and their mothers in the absence of formal
mentors. Strong mothers served as role models for Latina leaders who found inner strength
instilled by their mothers to overcome obstacles they faced in the workplace (Menchaca et al.,
2017).
There is not one type of mentor that Latina leaders lean on, but a variety of people who
possess skills and talents that support their professional growth. Through later studies, MéndezMorse et al. (2015) found that mentors and role models greatly influenced Latinas’ choice to
become school leaders and leadership development. However, in some cases, Latina leaders
were mentored by school leaders who modeled unfavorable or unethical behavior. MéndezMorse et al. (2015) found that not all mentors model behavior that aligns with the leadership
style of Latina leaders.
Mentoring support programs, such as the California Association of Latino
Superintendents and Administrators’ (CALSA) Administrator Mentoring Program, enable Latino
school leaders’ retention and success (Magdaleno, 2006). Magdaleno (2006) stated,

20
Veteran Latina or Latino mentors skilled in confronting and then overcoming the
difficulties of serving as district and site leaders are capable of guiding their protégés
through the racial and gender barriers they face based on his or her own personal and
professional experiences. (p. 66)
Magdaleno (2006) found that mentors who shared the same experiences and culture were
significant in the mentoring process for Latino leaders. Latinos mentored by other Latinos were
more likely to thrive professionally. The same-race mentoring approach provides a safe space
where protégés are paired with seasoned educational leaders who empathize with their cultural
experience and share the same racial and equity concerns (Magdaleno, 2006).
Culturally relevant mentoring aids in recruiting and retaining female leaders of color,
particularly as they confront race, gender, and age barriers (Méndez-Morse, 2004; MurakamiRamalho, 2008). Martinez et al. (2020) found that recognizing Latina leaders’ intersectionality
was vital in developing mentoring relationships. Understanding their experiences as women and
members of the Latino community provided culturally relevant support. With limited access to
same-gender and same-race mentors, study participants felt compelled to become mentors for
early-career Latinas (Martinez et al., 2020). The literature suggests that Latina leaders sponsor
other aspiring Latinas, particularly by helping them balance family and professional obligations
(Martinez & Méndez-Morse, 2021)
Self-Efficacy
Bandura’s (1994) theory of self-efficacy is relevant to this study because the research
questions strive to explore the conditions in which Latina leaders feel confident in attaining and
succeeding in leadership positions. Self-efficacy also serves as a lens through which one can
examine the environment that supports Latina leaders’ thriving in leadership positions. This lens

21
assumes that high self-efficacy leads to perseverance toward leadership positions and that entry
into senior leadership positions is related to a strong sense of self and their environment
(Montas-Hunter, 2012).
Social cognitive theory is the basis for self-efficacy, and Bandura (1994) explained how a
person’s sense of self-efficacy influences how they perceive a task or experience. A low sense of
self-efficacy often leads to negative perceptions, while a positive sense of self will lead to more
positive perceptions of a task or experience (Bandura, 1994). According to Bandura (1994), selfefficacy is constructed from four sources of influence: mastery experiences, such as
opportunities for success. Completing a task or overcoming an obstacle increases self-efficacy,
while failure can decrease it. Also, vicarious experiences, such as role models and observing
others performing a task, can increase one’s belief in one’s ability to succeed. Social/verbal
persuasion, such as mentoring and coaching, provides encouragement from others to enhance
self-efficacy. Lastly, emotional states, such as resilience and positive emotions, can enhance selfefficacy, while negative emotions and stress can diminish it.
The literature on self-efficacy and leadership states that high self-efficacy leads to greater
effort and persistence when facing obstacles. A study by Montas-Hunter (2012) noted the
centrality of high self-efficacy in Latina leaders’ success. Montas-Hunter suggested that Latina
leaders benefited from vicarious experiences and strong role models whom they observed and
learned from when facing challenging situations. Montas-Hunter also highlighted how mastery
experiences and feeling successful in specific tasks built confidence, which benefits the pursuit
of leadership positions. Gomez et al. (2001) also found that a strong sense of self-efficacy
facilitated career advancement. Encouragement from a trusting and supportive community,

22
including family, peers, and formal mentors, leads to a stronger sense of self-efficacy (Gomez et
al., 2001).
Despite the literature that argues that strong models and mentoring support systems
develop high self-efficacy, there remains a need for more strong female Latina role models in
senior leadership, as the pipeline remains limited. Therefore, they must navigate a majority
environment and bridge two cultures to thrive: their own cultural experience and that of a
majority White space (Montas-Hunter, 2012). The tension between two cultures can impact
one’s emotional state and affect resilience, lowering self-efficacy.
Intersectionality and LatCrit
A growing body of literature emphasizes intersectionality in understanding Latina K–12
leaders’ experiences (Arriaga et al., 2020; Martinez & Méndez-Morse, 2021). These studies
explore how race, gender, and ethnicity intersect to shape Latina educators’ leadership
trajectories and experiences. Regarding intersectionality, Crenshaw (2016) explained that people
experience overlapping forms of discrimination and oppression based on their intersecting social
identities, such as race, gender, class, and sexuality. It acknowledges that systems of oppression
are interconnected, and that people’s experiences cannot be understood by looking at one identity
in isolation. Crenshaw explored how race and gender interact to shape the experience of women
of color, including in their success with leadership positions.
Arriaga et al. (2020) affirmed that recognizing intersectionality compels one to look
beyond identity and examine how the intersection of race, gender, social class, and other
identifiers impede the ascension of women of color to senior leadership positions. MéndezMorse et al. (2015) found that when Latina school leaders work with adults, the intersection of
being female and being Latina was a source of discrimination and reason for questioning their

23
leadership competency. In contrast, when working with students, being female and Latina was an
advantage since they could support students who could relate to their experiences (MéndezMorse et al., 2015).
Latino critical race theory (LatCrit) emphasizes considering intersecting identities such as
race/ethnicity, gender, and class (Solórzano & Yosso, 2002). LatCrit derived from critical race
theory, a framework that originated to address inequities in the legal system and has been applied
in various disciplines (Solórzano & Yosso, 2002). Critical race theory examines how race and
racism intersect with social, cultural, and power structures through five basic tenets (Solórzano
& Yosso, 2002). One tenet is using personal stories or narratives to recount a person’s
experiences with various forms of oppression (Solórzano & Yosso, 2002). Using the lens of
LatCrit recognizes that the intersection of multiple factors shapes Latinas’ experiences. LatCrit
may also help understand Latinas’ sense of self and aspects of their career trajectory through
educational leadership.
Culturally Responsive Systems and Structures
The CRSL framework allows for examining culturally responsive education, reform, and
social justice education (Khalifa, 2018; Khalifa et al., 2016). CRSL is based on an expansive
body of literature focusing on creating a culturally responsive educational environment that
promotes equity and social justice. This framework is commonly applied to examining school
leaders’ leadership behaviors and styles. CRSL literature argues that representation matters, and
having educators lead schools that represent students’ cultural experiences is a significant factor
in the academic achievement of students of color (Khalifa, 2018; Khalifa et al., 2016). To
promote cultural responsiveness in schools, school leaders must embody the behaviors and
characteristics of the CRSL framework (Khalifa, 2018). Educational institutions that model

24
CRSL practices also create inclusive environments that promote belonging and retention of
educators of color. This is key in the retention and career advancement of school leaders of color.
The CRSL framework describes four essential tasks of school leaders: (a) engagement in critical
self-reflection, (b) contributing to culturally responsive teaching and curricula, (c) promoting
culturally responsive school environments, and (d) culturally responsive community
engagement. Through these tasks, school leaders create learning environments that help children
reach their full potential (Khalifa et al., 2016).
Conceptual Framework
The conceptual framework (Figure 1) that guides this study is a hybrid that borrows
concepts from the theory of self-efficacy (Bandura, 1994), intersectionality (Crenshaw, 1991),
and CRSL (Khalifa, 2018; Khalifa et al., 2016). These three frameworks serve as spheres of
influence in examining structures and systems that support Latina K–12 leaders’ retention and
career advancement.

25
Figure 1
Conceptual Framework
The concept of self-efficacy, based on Bandura’s (1994) social cognitive theory, suggests
that networking and mentoring practices may lead to retaining educators of color through strong
modeling practices. Competent, positive, enthusiastic, and credible models are vital in
establishing self-efficacy (Schunk, 2020). Mentoring partnerships between strong models and
novice leaders can increase one’s belief in one’s abilities (Schunk, 2020). Possessing high selfefficacy, in turn, allows one to feel confident in one’s abilities and make informed decisions
about one’s career trajectory.
In addition, the concept of persistence in this framework derives from the lived
experience of Latina K–12 leaders. Its epistemology is internal and personal in origin and

26
experiential-based. It derives from the cultural, familial, and social influences in the Latina
culture. Through storytelling, one discovers the journey of women who share similar values,
upbringing, experiences, and attitudes about persisting in accomplishing their goals despite the
barriers and lack of formal support.
One aim of this study was to explore intersectionality in mentoring. Crenshaw (1991)
explored how race and gender interact to shape the experience of women of color (Crenshaw,
1991). This framework enables an examination of how affinity by racial and gender identity
affects the mentoring of women leaders of color.
Lastly, the CRSL framework provides a model for examining environments that promote
cultural responsiveness and social justice (Khalifa et al., 2016). Environments that promote the
development of educators of color include modeling culturally responsive practices. This
conceptual framework suggests that culturally responsive leaders beget culturally responsive
leadership. Leaders of color who have benefited from effective mentoring thrive in their careers
and “pay it forward” as mentors to the next generation of leaders of color.

27
Chapter Three: Methodology
Representation matters, and Latina K–12 leaders in school systems are vital to the
success of students of color. According to the literature, Latina leaders often face obstacles that
may not be present for men or White leaders in education. This study aimed to examine Latina
leaders’ experiences in K–12 education and discover what strategies support their retention and
success. I conducted interviews regarding career trajectory and advancement. The interviewees’
narratives illuminate their leadership paths and add to the literature on the retention and
development of Latina educational leaders. The study’s findings led to the development of a
model of retention and support for Latina women. The following research questions guided this
study:
1. What do California Latina K–12 leaders believe is critical to their persistence and
upward mobility in leadership?
2. How does mentoring impact the personal and professional development of California
Latina K–12 Leaders?
3. What systems and structures can California school districts and professional
organizations implement to support and retain Latina K–12 leaders?
The overall methodological approach appropriate for this study is qualitative and
descriptive. As a descriptive study, the aim was to reveal how mentoring and networking
practices influenced the participants’ career advancement. The data sources were semi-structured
interviews consisting of 13 questions and opportunities for follow-up questions.
Lochmiller and Lester (2017) stated that “qualitative research focuses on the human
experience as it occurs in social life and often seeks to make sense of the social practices” (p.
93). This study sought to reveal the human experience of Latina women as they advanced in their

28
careers. By examining these experiences, the study sought to uncover the barriers, conditions,
and practices that allowed the interviewees to persist and thrive in their careers.
Sample and Population
This qualitative study used purposive sampling. Johnson and Christensen (2017) stated
that purposive sampling enables the researcher to select individuals based on specific criteria.
The target population for this study was women who identify as Latinas, have held a leadership
role in K–12 education for at least 3 years, and have experienced career advancement by
accepting a higher position or increasing their responsibilities. I sought participants who worked
in elementary or secondary schools and central offices in California.
I recruited participants from various sources. One source was Northern California/Bay
Area school districts, as I could meet with interested parties in person. Another source was
professional networks such as the Association of California School Administrators (ACSA) and
the CALSA. The ACSA sponsors a women’s leadership network that partners with CALSA.
There is an annual conference where I sought to recruit participants. Social media sites like
Facebook also host groups to recruit study participants, including Latinas Completing Doctoral
Degrees.
This study aimed to recruit at least 10 to 12 participants to share their experiences
navigating career advancement. Another criterion for selecting participants is that they had
worked with mentors in any capacity, whether formal or informal. The goal was to focus on
small, nonrandom, and purposeful sampling (Merriam & Tisdell, 2015).
Ethics
The study participants included former colleagues or women I am in contact with. Our
relationship could have coerced participants into participating. Having potential participants

29
referred to me by common acquaintances may also have created pressure to participate.
Therefore, it was essential to communicate to potential participants that their participation was
voluntary and that what they shared would be confidential (Glesne, 2014). They could withdraw
from the study at any point without judgment or penalty. A safe and confidential environment
helped ensure the confidentiality of statements about potentially sensitive topics.
My role as a researcher was that of an advocate and as a friend. Glesne (2014) stated that
one might “gain access to intimate information given to you in the context of friendship rather
than in your researcher role” (p. 171). As an advocate for women of color in leadership and a
potential friend to participants, I aimed to reveal an honest portrayal of their experiences. Again,
establishing trust, using non-judgmental language, and maintaining confidentiality are paramount
to minimizing participant harm.
These conversations covered sensitive topics that surfaced challenging experiences in the
personal and professional lives of the participants. Given that the interview topics included
challenges in navigating politics and building one’s career, participants disclosed experiences
with racism, sexism, and classism. Participants shared experiences with difficult conversations or
incidents with former employers or colleagues that led to job insecurity, dismissal, or demotion.
In some cases, recalling these experiences surfaced feelings of discomfort. It was essential to be
empathetic and comforting during the interview. The participants may have felt vulnerable when
discussing challenges. Since the interviews were recorded, I reassured them that their responses
would be kept in a safe location and not shared with people without authorization.
Data Collection and Instrumentation
Participants were asked three sets of questions based on this study’s concepts and themes.
They were welcome to respond in either English or Spanish. Based on personal experiences,

30
certain expressions often do not translate well, so I encouraged participants to speak in the
language that came naturally to them. I recorded the interviews using Zoom. I transcribed and
secured the recording in a Word document. The responses were confidential, and the
participants’ personal information was not shared. I saved each participant’s responses under an
individual file alias and assigned it a code to protect their anonymity. Only those directly
involved with this research had access to the data. The participants’ identities and information
were protected and secured to the extent possible.
I field-tested the interview questions in advance to determine their credibility and
trustworthiness. The field testing revealed redundancy and double-barrel questions. It also
showed how much time would be needed to complete the interviews. Given the participants’
availability, the interview had to take no longer than an hour to honor their time.
The first set of questions in the interview protocol (Appendix A) asked about experiences
as K–12 leaders (Interview Questions 1–4). The next set asked about systems and organizational
structures that supported the participants as leaders (Interview Questions 5-10). The last set
focused on how the participants developed as leaders (Interview Questions 11–13).
Data Analysis
Upon completing the interviews, I analyzed the data by coding the responses based on the
themes and concepts described in the study. I carefully reviewed the transcripts to discern the
participants’ experiences and perceptions. A case study coding procedure allowed me to
synthesize and separate the data into themes consisting of three types of factors and systems
contributing to underrepresentation: personal/internal factors, organizational factors, and career
development factors. I also used the study’s conceptual framework to analyze the interview data
regarding self-efficacy, intersectionality, and the CRSL framework. Using these themes and

31
concepts, the study examined challenges and identified systems that support retention and
professional development. The NVivo system helped identify themes and trends in the data and
cross-reference them from the initial coding.
Positionality
I recognize my positionality as a woman and a Latina educational leader and the power
dynamic between the study participants and me. I aimed to recruit Latina women in K–12
leadership. These women would be among my peer community and contemporaries. I focused on
recruiting former colleagues rather than women I currently worked with to avoid conflicts of
interest or positional power. As a former colleague and peer, I support their position, not
opposition. I also have no bearing over their position.
When considering race, class, and gender, I am mindful that I share aspects of my
identity with the participants. We share common values associated with our upbringing as Latina
women in this country. With those who identify as first-generation, I share common experiences
as children of immigrants. We also share common experiences of racism, classism, and sexism
as leaders in education and society in general. However, I did not assume that our experiences
were identical, as differences are to be expected in how we experienced living as a woman of
Latino background. Although we may identify as Latina women, we may have been raised
differently based on cultural and socioeconomic differences. We also may have worked in
settings that valued our identity differently, shaping our experiences with racism, classism, and
sexism.
A strategy I used to examine the participants’ experiences was to listen intently and seek
to build empathy. As the primary instrument in this qualitative study, I needed to be a careful
observer and ask questions to uncover the participants’ experiences (Merriam & Tisdell, 2015).

32
Guaranteeing confidentiality was essential to this process. A safe and confidential space would
allow the participants to feel they could be more vulnerable and honest with their responses.
I also paid close attention to my biases and created a boundary between the participants
and me. Milner (2007) argued that researchers must know their positionality in relation to their
subjects. As I previously mentioned, I could not assume that the participants would have
experienced life as a Latina woman in the same manner as I have; therefore, I could not compare
or judge their experiences based on mine. Maintaining a boundary and using non-judgmental
language can also prevent a sense of competitiveness. It can avoid potential threats among
women, commonly known as the queen bee syndrome. The queen bee is a successful woman
who undermines her female colleagues instead of using her power to help other women advance
(Cooper, 2016). This study aimed to elevate women of color in leadership positions. It was
essential to recognize that we were not competing, that our experiences were unique, and that
what the interviews uncovered was confidential.
Credibility and Trustworthiness
I sought to interview 10 to 12 Latina women educational leaders in the K–12 system. The
interviews consisted of 13 questions, which I followed with clarifying and probing questions. I
field-tested the interview questions to ensure they were not leading or biased. The aim was to
reveal the participants’ leadership experiences and identify strategies that have supported them in
their careers.
As an educator identifying with Latinas and women, I find this topic very personal. I am
curious to learn about the experiences of other women I identify with. I want to discover if others
have felt the same way as I do and want to learn how they handled it so that it can inform me in
my future career. Given that this is a personal journey, I know how my biases may have affected

33
my interactions with participants or interpretation of the results. It was essential to be transparent
about my personal goals with this study. I also needed to be explicit about remaining objective
about the findings. I maintained discipline with my subjectivity by identifying themes and
categorizing the interview data.
Tillman (2002) stated that a researcher must have cultural knowledge to interpret and
validate study subjects’ experiences accurately. By relating with this study’s participants from a
cultural and gender perspective, I can represent their experiences accurately and responsibly. The
questions I developed allowed the participants to share their experiences as women and Latinas.
They provided specific examples of when they felt challenged and what supported them
throughout their careers. My cultural knowledge allowed me to understand those challenges
more deeply, and I categorized them more accurately.
Summary
This study aimed to illuminate the experiences of Latina leaders in K–12 education and
highlight the strategies that allowed them to lead successful careers. The study’s results enabled
the development of a model of retention and support for Latina women educational leaders.
Chapter Three describes the methodology for this study and includes sample and population
selection, interview questions, data collection, and data analysis. Chapter Four is a report of the
research findings. Finally, Chapter Five summarizes findings, implications for practice,
conclusions, and recommendations. References and appendices are included in the final pages of
this document.

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Chapter Four: Results
This qualitative study aimed to gain deeper insight into the lived experiences of Latina
K–12 Leaders in California who have persisted and advanced throughout their careers in
educational leadership. The study provides insight into the challenges and infrastructure needed,
both formal and informal, to support Latina K–12 leaders. This study adds to the growing
literature on the retention and career development of leaders of color in K–12 public schools. It
also contributes to building infrastructure, support systems, and a knowledge base to retain and
advance the careers of Latinas in K–12 education.
Latina K–12 leaders are vital in public schools because of their ability to connect with
Latina students and foster their academic/social success while valuing their culture (MéndezMorse, 2004). There is a disproportionate number of Latina female educational leaders compared
to Latina female students in California. Limited access to role models representing the student
population and mentors in the school community hinder the academic achievement of Latina
female students (Zambrana & Zoppi, 2002). In California, where the number of Latina schoolaged children is rapidly growing, it is essential to increase the number of Latina school leaders
(Gonzales, 2007). The research questions aimed to uncover the factors that ensure these leaders’
retention and development and how organizational systems and structures lend support.
Participants
Eleven women who identified as Latina and worked in California K–12 schools, districts,
or county offices participated in this study. They completed a screening survey to collect
information about their career trajectory and level of education. I conducted in-depth interviews
with all participants over Zoom. The 60-minute interviews included 14 open-ended questions
and follow-up questions to gain a deep understanding of the participants’ experiences as

35
educational leaders. Table 1 provides information about the interviewees to present further
context on their backgrounds.
Table 1
Interviewees
Pseudonym Current position
Years in
current
position
Years in a
leadership
position
Years in
education
Number of
leadership
positions held
Highest
degree
earned
Diana Assistant principal 3–5 3–5 11–20 1–2 Master’s
Gloria Principal 1–2 3–5 21–30 3–4 Master’s
Inez Principal 1–2 11+ 21–30 5–6 Master’s
Julieta Principal 1–2 11+ 21–30 3–4 Master’s
Karina
Program
coordinator 6–8 11+ 11-20 5–6 EdD or PhD
Leticia
Program
coordinator 1–2 6–8 11–20 3–4 EdD or PhD
Lourdes Superintendent 1–2 11+ 31–35 7+ EdD or PhD
Mariana Director 1–2 11+ 31–35 3–4 EdD or PhD
Paulina Director 6–8 11+ 21–30 3–4 EdD or PhD
Rebecca Superintendent 6–8 11+ 21–30 3–4 EdD or PhD
Teresa
Program
coordinator 6–8 6–8 31–35 5–6 Master’s

36
Several participants had extensive experience in leadership and held leadership positions
for at least 3 years. This suggests that the study focused on individuals with considerable
leadership experience in the educational sector. Five participants were in Northern California and
worked in midsize suburban districts. Seven were in Southern California and worked in larger
urban districts. Seven held leadership positions in elementary school settings, while four worked
in secondary education. All held teaching positions before entering leadership. The diversity of
current positions, including principals, assistant principals, and superintendents, points to the
study's broad range of perspectives and experiences. The prevalence of advanced degrees among
the participants is noteworthy, highlighting much educational attainment, which is relevant to
their roles in educational leadership.
These data provide insights into the interviewees’ professional backgrounds and
expertise, indicating a focus on experienced and highly educated educational leaders.
Results
The research results are presented below and organized by research question. For each
research question, there is a brief review of relevant literature and a preview of the results. The
results are presented in themes that emerged from each question. Finally, the chapter summarizes
the results related to each research question, with a final discussion at the end of this chapter.
The research questions guiding and organizing this chapter are as follows:
1. What do California Latina K–12 leaders believe is critical to their persistence and
upward mobility in leadership?
2. How does mentoring impact the personal and professional development of California
Latina K–12 Leaders?

37
3. What systems and structures can California school districts and professional
organizations implement to support and retain Latina K–12 leaders?
Results for Research Question 1
Research Question 1 pertained to what participants believe is critical to their persistence
and upward mobility in leadership. The literature on persistence factors that influence the upward
mobility and career trajectories of women of color in education shows that these women continue
to face obstacles in the workplace due to gender bias, discrimination, underrepresentation in
upper management, and lack of structures that create a vertical pathway for career advancement
(Cooper, 2016; Harts, 2019; Lean In, 2021; Lyness & Terrazas, 2006).
Three themes emerged from the data analysis. These were (a) motivation for educational
equity, (b) taking initiative in personal and professional growth, and (c) ability to adapt and
become resilient. The interviewees’ stories revealed anecdotes regarding what drives and
motivates them to continue in leadership.
Theme 1: Passion for Educational Equity and Leading for Change
Participants described a passion for addressing inequities in the education system for
students from historically marginalized populations. This passion fueled their persistence in
remaining in leadership despite challenges. They were drawn to their leadership roles to have a
greater influence on the communities they served and for the opportunities to advocate for
change. Wanting to make a difference in the lives of students of color is a common motivator
among Latina leaders (Méndez-Morse, 2004).
Participants described the desire to improve opportunities for similar communities and
felt rewarded by doing this work. All 11 participants were first-generation students who
experienced marginalization in the public-school system. They felt an affinity to improving the

38
conditions for children with a similar background. For example, Gloria shared that she was “very
passionate about students who are marginalized.” She felt her role as principal was to advocate
for her students and their families who did not have a voice in the larger school community.
Mariana shared a similar sentiment: “With marginalized students and families, the systems are
old, and the goal is to disrupt and interrupt.” As a director, she felt that she was able to “create
transformation” by disrupting and interrupting systems that created inequities for historically
marginalized students, Latino children, English learners, and students with disabilities. As a
director, she can influence leaders at many levels. Mariana further explained, “Impacting leaders
to change their way of thinking and their approach on topics such as grading for equity,
rethinking equity, rethinking seat time, rethinking instructional delivery, rethinking discipline
being one of the biggest ones.”
Participants acknowledged that the road to disrupting and interrupting systems of
inequity was challenging. Despite the adversity they faced in addressing issues of inequity,
participants shared that creating change was central to their motivation to sustain a leadership
position. Diana discussed the challenge of balancing the workload of being a high school
administrator and mother of two young children. She shared that this work is unsustainable, yet
she persists because she knows she is making a difference in the Latino community. When asked
what motivates her, Diana stated, “Making change for equity’s sake. And I would say that’s like
the number one thing, and that’s probably why I haven’t left sooner.” Diana further explained,
What fuels me at the core is probably advocating for our Latino students and trying to
give them the equitable experiences that they deserve that other students already naturally
get. But they don’t because of a lot of systemic barriers that exist that people aren’t even

39
aware of most of the time, or they don’t choose to see or even acknowledge as being true
barriers until we shed light on them.
The theme of leading for change is consistent in the participants’ stories about their purpose in
educational leadership.
Participants described themselves as equity leaders in pursuit of social justice. Many felt
confident in their identity as equity leaders and were transparent about this philosophy with their
colleagues. Mariana shared, “When people hire me, I straight up tell them in the interview who I
am. So, I say, man, if you’re hiring me, these are my beliefs. This is how I think. This is how I
lead.” After over 30 years in education, Mariana felt confident about her identity as an “equity
social justice leader.” She described her role in disrupting and interrupting inequitable
institutions and systems. She stated that it took many years to develop this confidence, and she
once felt insecure about exerting her philosophy of educational equity. Through colleagues’
allyship and learning how to navigate politics, she grew more confident in being explicit about
her role in educational equity.
Leticia shared that she faces challenges when talking with colleagues about equity. She
shared that the term equity is “taboo” in her organization, and as a program coordinator, she
continues to face resistance to equity initiatives. She stated, “They are uncomfortable when I use
words like equity or social justice.” Despite the opposition she faces, Leticia continues to raise
issues using an equity lens and said that she wished her organization would consider her equity
and cultural perspective as a “driving force” toward change.
Participants also shared the need to move into positions to have a broader impact on the
educational system. Ten participants have held three or more leadership positions, and four have
reached executive-level positions in education, including superintendencies. Participants stated

40
that they needed to pursue positions with decision-making authority to make a broader impact.
Julieta shared that moving from a site leadership position to central office management was
difficult. Still, she stated, “I felt like I would impact more families, more students … more on the
systemic and accountability piece.” She said that being part of central office leadership allowed
her to be in the broader discussion about what services will impact students at all schools. She
stated, “We have to be in the forefront of what is best for kids.” In her role as superintendent,
Lourdes shared her influence on community members. She was flattered to hear from a colleague
that her superintendent role was significant to the district’s directors, coordinators, and leaders.
She recalled the colleague saying,
Because of your work and how you have come in and facilitated leadership and
teamwork and what our roles are in this district, you have completely changed the
trajectory of this district, and we now work together. And that wouldn’t have happened
unless it was you.
This feedback was validating for Lourdes. It affirmed her vision in school leadership. She also
stated that she felt “dumbfounded” by this comment because of her insecurities as a female and a
Latina in leadership. She shared a story of being a “little Mexican girl” and never imagining that
she would reach these heights in her career. Her humility made it challenging to hear praise and
accept compliments. Lourdes’s story connects to what other participants described as
experiencing imposter syndrome.
Theme 2: Taking Initiative and Being Intentional About Professional and Personal Growth
Participants believed they needed to pursue additional training, professional
development, and advanced degrees to reach higher-level positions. Taking the initiative to learn
different aspects of school leadership also facilitated their upward mobility. Participants also

41
revealed the role of their family background in their pursuit of higher education. All were firstgeneration college students whose parents did not attend U.S. schools or pursue schooling later
in their adult lives.
The prevalence of advanced degrees among the participants is noteworthy. Six earned
doctorates in education (EdDs) and held positions at the central office level, including program
coordinators, directors, or superintendents. Some expressed that earning a doctorate was one of
the highest accomplishments in their careers. Mariana shared,
Getting my doctorate was my highest achievement. … Just transforming my thinking and
liberating my thinking in the way I lead. I really have transformed into that. And then as a
result of that transformation, being able to use that.
As a director, Mariana described her work with school leaders as facilitating equity-driven
conversations and encouraging a growth mindset as they develop innovative ways to meet
students’ needs.
Teresa never imagined that she would be a school leader. She started as a classified
employee working in a school. She was driven to return to school to earn a bachelor’s degree and
eventually earn a master’s degree in educational leadership. Throughout her studies, she leaned
on her colleagues’ support. Many encouraged her to pursue an administrative credential due to
the natural leadership qualities they saw in her. She recalled that moment:
I had been a leader since the first day I got the keys to my first classroom. I immediately
became a leader at the school. And after being there 2 years, the principal said, “You
know, I really want you to lead the department because you’re very good with people.
You get along great with the entire department. You have a lot of skills that we’re
looking for example, communication and organization.” I know how to bring people

42
together. And a friend of mine called me and said, “there’s an opportunity for you to get
your admin credential.” And my first thought was, no thank you, but no, thank you. One
of my first principals … told me, “You are already a leader.”
Although most participants felt it critical to obtain advanced degrees to grow
professionally, some shared frustration about the need to earn even higher degrees or training
than their White or male counterparts. Women surpass men in qualifications when pursuing the
same positions (AAUW, 2016). Inez explained that she is entering a doctoral program in
education as a personal goal and to “prove” that she is as competent, intelligent, and worthy of a
leadership position as her colleagues. She stated, “They say that a person of color has to have
that many, that much more, qualifications for an equal job to your White counterpart. And I still
see myself as that.” Inez expresses a sentiment like that of other participants; she feels she must
earn even more degrees than her White counterparts to be just as competitive or considered
competent. She stated,
In my office, I intentionally have all my degrees posted. So, when an affluent parent, you
know, White parent, comes into my space, into my office, they don’t question me
because all my degrees are there. … It just happens in the community that I’m in, we
have a lot of people with a lot of like, you know, degrees and a lot of money and a lot of
high levels of achievement. And I have to prove myself in that way.
Taking the initiative to learn different aspects of school leadership was also key to
professional growth. When asked about what leadership opportunities they have pursued
independently, each participant shared that they sought specialized training and academies and
joined professional organizations to build their professional knowledge and skills. They sought
opportunities in their current organization or externally to succeed in their positions or advance

43
in their careers. Except in a few cases, most participants stated that their districts or schools did
not provide financial support for these opportunities and had to sustain the cost on their own.
Rebecca has taken advantage of the Personnel and the New Superintendent’s Academies
sponsored by the ACSA. Before becoming a superintendent, she knew she needed to gain skills
she had not been exposed to in her prior positions. Her previous roles centered around the
curriculum and instruction aspects of educational leadership, and she needed to gain more
experience with the personnel and business services divisions of leadership. Rebecca also shared
the value of building relationships and a network through these academies. She stated,
Don’t just go and do the academy, and then you’re done. You meet people, you retain
that phone number with that facilitator, you follow up after you’re out with that
facilitator, a check-in, a hello. You know, so you maintain that relationship because that’s
the other added value to doing those things.
She shared that having this broad network of professional contacts has been instrumental in her
role as superintendent, particularly in areas with which she needs more experience.
As an assistant principal who oversees the English Learner program, Diana felt that she
needed to strengthen her skill set to support the program adequately. She stated,
I feel like I don’t have enough to do my job well. So, ELD is one of my biggest areas.
And so, for me, it’s been attending a lot of [California Association of Bilingual
Education] trainings, like … webinars, the … conference, … workshops.
The California Association of Bilingual Education offers ongoing support for all services
related to the instruction of English learners. Diana shared that she is fortunate in that her district
financially supports these opportunities. Her career goal is to advance to a position that leads EL
services at the central office.

44
Julieta took a different approach to building her knowledge and skills. She pursued
positions at various levels to gain experience, which aided in her professional advancement. She
shared,
I was a kinder teacher, first-grade teacher, fifth-grade teacher, you know. Like, I wanted
to teach every grade level … because I wanted to get that experience. And then, I wanted
to get the experience of being a vice principal and then a principal. And then, I wanted to
know what it was like to be a middle school vice principal. I did some summer school,
high school work, you know? So, definitely those were all things that I looked for myself.
Those were not things that came to me. And you have to work hard because, you know,
there is a lot of competition out there.
Julieta’s motivation to advance throughout her career demonstrates a strong internal drive to
reach leadership positions that will have a broader impact on students. She states, “We need to
do right by them,” and will continue to pursue positions where she can influence systems that
support students.
All participants were first-generation college students whose parents did not have the
opportunity to attend U.S. schools or pursue schooling later in their adult lives. Being a firstgeneration college student impacted their drive and ambition of what they needed to accomplish
in their careers. They revealed their parents’ role in building resilience and the strength to
persevere through challenges in their schooling and careers. Some participants referred to their
mothers and observed them persevere throughout their lives. Other participants attributed to
having a strong work ethic “in their blood” and coming from a long lineage of strong women.
Participants recalled observing their families struggle as immigrants in this country and
attributing their strong work ethic to their parents. Gloria states, “going back to my childhood

45
years … those leadership qualities actually started developing fairly early because of my family
structure.” She explained that Latino cultural norms set high expectations for being the oldest
female in a family. As the eldest in her family, Gloria was expected to take on more
responsibilities at home while excelling in school. Paulina shared a similar sentiment and
attributed her strong work ethic to watching her immigrant parents struggle to work multiple jobs
and access their schooling as adults. She shared,
[My parents] really just instilled in me always wanting to do better. And … I think I
never took anything for granted. And even though it was something that was, it was never
explicitly taught like, oh, you have to do this, or you have to do that. I think just being in
the environment and seeing how hard they worked and seeing that they had to work
harder to get what, what we had, I just think it instilled something in me where, you
know, I’ve always been like that, you know, it’s just, I learned from just being in that
environment.
Family members serve as informal mentors, particularly mothers to daughters; although they do
not share the same career goals, mothers can influence their daughters by modeling persistence
and resilience (Rivera, 2014).
The drive to grow professionally is personal, and Lourdes attributed her ability to persist
to her mother. As a superintendent, she has faced opposition at many levels. She explained that
the work was already challenging and felt that being a Latina woman added to the scrutiny. She
recalled how her mother emigrated from Mexico as a young girl, leaving her family behind and
working in the agricultural industry. Lourdes stated,
And when you think of that, someone can do that, you realize how much you can endure,
too. And honestly, like, that’s what’s got me through it. When I go through hard times,

46
and I’ve gone through some hard times getting here, where you’re judged because you’re
a woman, where you’re judged because you are Hispanic, and they think that you don’t
know. … It’s her strength that has gotten me through it. So, yeah, I’ve been judged. I’ve
been ridiculed. I’ve been passed over. I’ve been told outright that, you know, I couldn’t
do it. And then it doesn’t help either when you just don’t believe in yourself.
Several participants shared a similar sentiment about not believing in themselves and doubting
their abilities, commonly described as experiencing “imposter syndrome.” Women of color in
high-profile positions experience imposter syndrome at a higher rate than others, where they
question their abilities and find it difficult to accept their accomplishments (Harts, 2019). The
participants revealed that they have overcome “imposter syndrome” by surrounding themselves
with positive role models, engaging in deep self-reflection, and seeking the support of other
women who have had similar experiences.
Theme 3: Adaptability and Building Resiliency
Enduring and adapting to challenging situations, including discrimination,
microaggressions, and workplace conflicts, was a common theme. The participants described the
need to adapt when confronting difficult situations as a critical career factor. Facing challenging
situations also built their resilience toward dealing with those situations. Educators of color are
more prone to develop grit and resilience due to their experiences with inequitable educational
systems as students of color (Love, 2019; Matias, 2013; Rivera, 2014; Smith, 2022).
When encountering a predominantly White or male audience, participants felt that they
had to compartmentalize their identity as they faced implicit biases, gender stereotypes, and
microaggressions. In the various leadership positions Karina has held, she shared that she has
encountered a significant amount of discrimination, prejudice, and stereotyping by colleagues,

47
particularly by White males. She stated, “being a very young Latina leader, I felt the need to
prove myself.” She was direct, logical in her thinking, and spoke with confidence at meetings.
She often faced what she referred to as “professional domestic tasks” because she was a woman.
Colleagues asked her to be the event organizer or the note-taker at meetings, even when she held
the same position as her male counterparts. Her perceived assertive manner and refusal to
perform these tasks came at the expense of her colleagues, who questioned her being a team
player. Karina’s need to assert herself in leadership jeopardized her credibility among colleagues.
She stated,
It’s that old adage of what got you here won’t get you there. It’s like it allowed me to get
into certain seats in certain rooms. And then I had to learn that it was a liability because it
was starting to come across as well. I was being told that it was looked at as being a
know-it-all, as cocky, as being not emotional enough. … I need to soften up my edges. At
the time, I was young and very impressionable. And so, of course, I adapted.
Karina described these experiences as a “process of coming to grips with my own identity” as a
Latina leader. She found the need to code-switch when working with colleagues by being
mindful of her tone and assertiveness when speaking with non-Latino colleagues. Codeswitching involves adjusting one’s speech, behavior, and appearance to accommodate others in
return for equitable treatment. It often occurs in spaces where negative stereotypes of people of
color counter acceptable behaviors and norms for a specific environment (McCluney et al.,
2019). Karina found that code-switching during interviews aided her upward mobility. On the
advice of a mentor, she needed to practice that language that allowed her to prove her
competence, which was overshadowed by stereotypes put upon her by non-Latino audiences. She
stated,

48
I had to learn how to code-switch. I had to learn how to say what I know in a way that
was professionally acceptable to those that would be sitting on the interview panels to be
able to get the opportunities that I felt I had the experience for.
The need to “code-switch” or adapt their behavior to fit into these environments was a
shared experience. It was also evident in Inez’s experience as the only person of color who held a
position of school leadership at her school. She faced the challenge of being a woman in a
leadership position and being of color in a predominantly White community. She described her
experience as feeling like she was a “safe choice” to work in this community because she was
“spicy enough, but not too spicy.” She had to appear “level-headed” and not project a sense of
attitude. She said, “I’m accepted because I’m a safe one.” Although this may be common among
people of color, this behavior is problematic due to its compromising nature and the prevalence
of inequitable conditions that prevent leaders of color from thriving in leadership positions
(McCluney et al., 2019).
Building resilience and confidence in herself as a leader was critical to Inez’s persistence
throughout her career. She attributed this growth to solid mentorship by leaders who walked in
similar situations and strong leadership models from whom she learned. She stated, “I’m more
comfortable now calling out people when they’re throwing a microaggression at me. But for
many years, I didn’t. And I think that’s part of the code-switching.” Inez further stated,
I think one of the questions I get asked is how did I survive in an environment where I
was the only administrator of color, right? In a community that’s mostly White, in a
community that’s affluent. And my response to that is my ability to code-switch.
The participant’s stories describe the prevalence of microaggressions in the workplace, either
through subtle comments or actions that impacted their ability to lead as Latina educators.

49
Women of color experiencing a greater frequency of microaggressions in the workplace
experience a lower sense of belonging, which impacts their retention in leadership positions
(Harts, 2019; Lewis et al., 2019).
Mariana described her leadership experience as “swimming in the water and the ocean of
oppression in systemic and institutionalized racism.” She recalls experiences with
“mansplaining” and facing regular microaggressions being a female leader of color. She has
dealt with this experience by adapting her approach when facing a patriarchal system. She found
that building relationships with those in positions of authority created an avenue to develop
allyships. Through strong personal and professional relationships with allied colleagues, she has
access to levels of leadership that were unavailable in the earlier stages of her career.
According to the data, a frequent response to the challenges the participants experienced
was relying on a solid support system and network to help navigate workplace conflicts and
instances of microaggressions. Gloria shared that she relies on friends outside of her organization
and family members to communicate her frustrations and speak candidly about what she
regularly faces. She shared experiences with both explicit and implicit bias and gatekeeping in
her organization. She stated, “having those supports has allowed me to persevere and continue to
show up for my personal why and continue to really give me an ounce of hope and optimism and
continue my personal journey.”
Not all participants were explicit about calling out discriminatory practices in the
workplace. However, one participant recalled a challenging experience as a Latina leader. Teresa
has primarily worked in an environment that was supportive of her leadership, mainly working in
a predominantly Latino community. When asked to recall a time when she faced a challenge as a
Latina leader, she recalled an experience with a colleague. She recounted,

50
I know that being a Latina woman, that’s the only time where I can think that I felt that it
was a challenge because the person who was leading the school was not Hispanic. … I
kind of rocked my position with the families and with the community members. And, so,
I felt like that’s the only time where I felt that because I was a Latina woman and because
of how I dress very Latina, … I wasn’t accepted for who I am by my supervisor. … I feel
it was because of that person felt intimidated.
Teresa felt very comfortable and assured of her abilities during that time and stated that it
did not impede her ability to succeed in her work. She later revealed that the supervisor was also
a woman who identified as White and attempted to “gatekeeper” information that was vital to
Teresa executing her position. The concept of gatekeeping and competing with women
colleagues is commonly referred to as experiencing queen bee syndrome in the workplace.
Women of color are more likely to experience this type of gatekeeping (Cooper, 2016; Dopwell,
2019).
Karina expressed a similar sentiment about the competition among women in leadership
positions. She described experiences with tokenism and working in a competitive environment
among women. She stated, “I have female leaders in the organization that can keep me down
even more than the male leaders.” Some participants expressed this phenomenon, where women
feel they must vie against one another for the few available spots at the leadership table rather
than working collaboratively or supporting each other’s growth and success. Karina added,
Women in leadership face tokenism that breeds this scarcity mindset, … this “mean girl”
mentality of keeping other women down or seeing each other as competition. It’s created
by women thinking that there’s only room for a certain number of us at the table or
because there’s so many more men not wanting to lose their position.

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Karina’s anecdote points to the underlying issue of tokenism beyond the need to increase the
number of women in leadership. This involves recognizing how tokenism affects women in
leadership, creating unnecessary competition and maintaining a culture of division among
women. By challenging the scarcity mindset and fostering a culture of inclusion and support,
organizations can create a more equitable environment where women leaders can thrive without
competing for “a seat at the table.”
Summary for Research Question 1
The interview data showed that the interviewees identified a passion for educational
equity, personal and professional development, initiative, and resilience. These leaders
emphasize the need to challenge systemic inequities and advocate for marginalized students
fueled by personal experiences and a deep commitment to inclusivity. The themes are consistent
with the literature on Latinas in educational leadership and their desire to improve historically
marginalized children’s educational experiences (Méndez-Morse, 2004). Additionally, their
proactive approach to professional growth and adaptability in navigating workplace challenges
underscores the need for support mechanisms and strategies for overcoming systemic barriers in
educational leadership.
Results for Research Question 2
Research Question 2 asked how mentoring affects personal and professional
development. The literature related to the supportive factors highlights the role of mentoring,
particularly in terms of workplace politics, bias, and microaggressions, personal struggles with
self-esteem, and competing family obligations (AAUW, 1995; García, 2020; Harts, 2019; Lean
In, 2021)

52
Based on the data analysis, three themes emerged about the impact of mentoring on
personal and professional development: (a) how mentors guide professional trajectories, (b) their
role in navigating the educational system and helping develop leadership skills, and (c) how they
understand cultural and gender-specific challenges. All participants identified people in their
professional and personal lives who aided in their leadership development. In some cases, they
did not use the term “mentor,” yet when describing whom they most likely sought support
regarding leadership issues, they described three types of mentors: the ally, the guide, and the
confidant. Each type had distinct qualities and characteristics that served a particular purpose.
The data also revealed the significance of race and gender when examining the impact of
mentoring. Recognizing the intersection of race and gender is central to addressing mentees’
diverse experiences and needs. Effective mentors understand that individuals from different
backgrounds may face different barriers and require tailored support (Brown & Montoya, 2020).
Theme 1: The Ally, Sponsorship Toward Career Advancement
Relationships with allies in positions of power enabled the participants to navigate
challenges and advance in their careers. Participants discussed one or more people in their
professional lives who had a significant role in their career trajectories. Every participant
identified someone who encouraged or recruited them for a higher-level position. They described
this situation as being “tapped on the shoulder” because of their skills and qualities. Based on the
anecdotal data, nine participants shared that it was typically a male supervisor and someone who
identified as White who encouraged them to pursue a next-level position. This person typically
held a higher position and had power in organizational decisions. Women of color benefit from
sponsorship by transformative allies who can leverage their social, political, and economic
capital and create pathways into leadership positions (Wardell, 2020). Through this sponsorship

53
and transformative allyship, participants gained entrance into positions of leadership that would
have been inaccessible to them otherwise. Sponsorship relationships are essential for women in
leadership to overcome social isolation (Lyness & Terrazas, 2006).
Before becoming a principal, Gloria held various leadership positions. She stated that in
pursuing each of those positions, she was approached by mostly males who recognized her
potential. When approached about considering one of those roles, she stated,
That was a big surprise to me. … I never thought about being a site administrator. But the
way he presented to me at that time was we see you as somebody who can lead in
different ways down the road, … so he wanted to make sure that I was in a position
where I could get more experience in that leadership role.
Various participants expressed a similar sentiment about feeling surprised about being
encouraged to pursue leadership positions. Gloria described a sense of insecurity with moving
into higher-level positions and feeling sponsorship by a superior, which gave her the confidence
to pursue these positions. She stated, “You know, when they come and ask you to consider, it’s
hard to say no because they’re trying to build your capacity in a different way.” Teresa, Inez, and
Daniella all shared similar experiences of being tapped on the shoulder by colleagues in
leadership positions. The participants gained the confidence to advance in leadership positions
through these allies.
Leticia revealed a similar experience before entering her current position. She recalled
having two key influencers in her advancement into a program coordinator position. One was a
White female who oversaw the organization’s division and encouraged her because of what she
saw in her. Leticia recalled, “She just kept saying, your ability to build relationships would really
benefit this team.” The other person was a White male who consulted for the organization. She

54
recalled being brought into the organization even without positions open. Leticia stated, “It was
not a formal recruiting or even probably anything that was out there. So, they were just like, I
really want you to do it.” The participants’ stories of obtaining higher-level positions repeatedly
featured a male or White sponsor.
Although colleagues who are male or identify as White are influential in the career
advancement of women of color, gaining sponsorship from alike allies who share a similar
identity and experience has a profound impact on their retention in leadership positions (Lean In,
2021; Wardell, 2020). Participants expressed gratitude for those who opened doors to career
opportunities. However, they felt that some of those opportunities did not fit their interests,
ambitions, or needs. Teresa joined the CALSA to seek guidance from alike mentors.
Through this network, she interacted with leaders who had lived experiences as educators
of color and could empathize with the challenges she faced in a predominantly White
organization. Teresa recalls a conversation with a seasoned Latino male leader at a CALSA
networking event where he encouraged her to pursue an administrative credential. She recounted,
“He said getting that paper as a Latina woman would give you three steps forward. And if
anybody pushes you, your step back will probably be just one step.” Teresa shared that having
alike mentors encouraged her despite feeling ready to take on the challenge and gained her
confidence in her ability to succeed. Although he was male, she shared that she was more
receptive to hearing the “hard truths” from someone who had lived her experience as a member
of the Latino community. He told her, “When opportunity knocks, you take it, Teresa; it’s gonna
be too late for you to feel ready, and you’re gonna be passed up.” This conversation made a
lasting impact on her career trajectory.

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Participants revealed being tapped on the shoulder for the skills and qualities they
demonstrated in the workplace. Recognizing the traits of people in positions of power was a
catalyst for sponsorship in advancing into higher positions. The likelihood that an ally was a
male or someone who identified as White was prevalent in the participant’s stories. For example,
Gloria stated, “I feel that my strongest sponsors and allies have actually been a couple of White
males who do hold those positions of power and who have the capacity to influence.” These
anecdotes illustrate how Latina educational leaders continue to be the exception rather than the
rule in higher leadership positions and heavily rely on the sponsorship of those in power to gain
access to those positions.
Theme 2: The Guide, Navigating the Educational System and Building Skills
Mentors’ assistance in navigating the educational system and helping develop specific
leadership skills was a common theme revealed throughout interviews. Once obtaining a
position, participants shared that they sought out more experienced colleagues and immediate
supervisors who could support them in job-specific tasks. Participants also spoke about seeking
support from mentors to learn how to navigate the politics of educational environments and build
strong relationships with those in the organization. The value of the mentor who serves as “the
guide” is to gain support to retain and succeed in a position.
Participants described this type of mentor as an effective listener and an approachable,
trustworthy, and experienced person who can provide honest feedback. The guide also offers
emotional support and aids in personal growth. Participants shared that they valued mentoring
experiences focused on empowering and enhancing their confidence, especially in environments
where Latinas are underrepresented. Latina leaders with a strong support system through positive
role models or mentors develop strong self-efficacy (Montas-Hunter, 2012).

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Few participants could identify a “guide” in their career resembling their experience as a
Latina leader. There were few examples of Latino males or non-Latina women of color who
served as mentors or job-site coaches. The participants were strongly interested in mentors who
share similar cultural backgrounds or have navigated similar challenges.
Gloria recalls a former supervisor who was a valuable guide in her first years as an
educational leader. She stated, “He was always transparent and open to providing me access to
opportunities to grow my skills. … He was always opening doors for me to be able to walk
through and have access.” Having a mentor who served as a thought partner and provided
specific feedback was instrumental in Gloria’s development of the skills to succeed in that
position and advance to a principal position.
A commonality among the participants was building the practical skills to succeed in a
new position. The first type of mentor was beneficial in obtaining the position, and having
someone who could provide practical coaching and support aided in remaining in a position.
Diana worked with an onsite coach for her first 2 years as an assistant principal. The coach gave
her the space to unpack daily challenges in her new position. It also offered a thought partner to
solve issues she had never encountered. Diana shared, “[My coach] listens, she always provides
like some idea … she has experience and can give you like a nugget of an idea.” An onsite coach
with institutional knowledge and much experience allowed her to build a deep understanding of
the political environment.
Participants revealed that working with a coach honed the technical skills required for the
position while building their confidence to lead. Participants shared that mentoring experiences
influence their approach to developing a leadership style. The mentoring relationships prompt
personal reflection and growth, helping participants understand their identities and strengths as

57
educational leaders. Gloria recounts her experience with a former mentor. She stated, “he was
always a sounding board for different situations and taught me to be very self-reflective … His
mentorship was just helping me grow and be more reflective in my personal practices and as a
growing administrator.”
Leticia attributes her growth in confidence as a leader to working closely with educator
colleagues and non-educator friends. Ongoing conversations about workplace issues enabled her
to develop strategies to address difficult situations. She stated, “It helped to build my confidence
in having people believe that I’m capable.” Having colleagues who provided job-specific
training and specific feedback on their performance was beneficial for participants in building
confidence and feeling effective in their leadership roles. Through verbal persuasion, strong role
models and mentors encourage and advise leadership development (Bandura, 1994).
Participants revealed that mentors served as role models, and they valued the
opportunities when mentors modeled strategies they could emulate in their practice. All
participants were first-generation college students who, by default, became first-generation
professionals. With limited access to professional role models, first-generation college students
have fewer opportunities to observe strategies for professional success. Gloria shared that she
learned to navigate politics “through doing a lot of watching and learning of how other leaders
… in my cabinet, above me, have navigated the system.” Karina shared the same sentiment and
learned from observing leaders navigate situations: “I watch people, I read the rooms.”
For Karina, reading a room and evaluating an organization’s politics facilitated her
advancement as a leader. She stated, “I’ve had to my entire career figure out how to enter a room
so that my message will be heard, and that people don’t stop listening because they see who I am
or color of my skin.” Paulina also shared that watching her supervisors and being exposed to the

58
“behind the doors” conversations allowed her to learn the reality of the work and how things are
done. Participants shared that these experiences allowed them to gain deeper insight into the
nuances of leadership and navigate a complex system they had not accessed before entering
educational leadership.
Theme 3: The Confidant, Gaining Empathy and Cultural Understanding
Participants described a third type of mentor equally important in their professional and
personal growth as Latina K–12 leaders. A common theme among all participants was the
existence of an informal mentor who served as a trusted friend and a confidant. A person with
whom they could share their deepest feelings, emotions, and experiences without feeling judged.
Participants felt comfortable sharing vulnerabilities and felt that having a confidant enhanced
their mental and emotional well-being. A confidant also served as a sounding board and a critical
friend when participants needed to resolve issues related to their work.
Participants emphasized that mentors should understand the cultural and gender-specific
challenges they face. They felt that being mentored by another Latina or a person of color gave
them relevant advice for their challenges. They often referred to valuing mentors who had “lived
their experiences” as women and a member of the Latino community. Latina educators who do
not have the support of mentors who have lived similar experiences often face challenges not
understood by those who have had privilege and access. Thus, there is a need for gender and
race-alike mentors who can recognize intersectionality (Crenshaw, 2016; García, 2020; Martínez
& Méndez-Morse, 2021).
Participants identified various people who served as confidants when they sought
professional and personal support. Most identified a current or former colleague. Some identified
a formal coach or supervisor assigned to work with them and with whom they maintained a

59
relationship beyond the assignment. Participants sometimes identified family members and
significant others as people to whom they went for support. Two shared that they sought noneducator friends from other professional industries. The commonality among these people was
that participants trusted their judgment, could confide in them, and felt they understood their
experiences as women in leadership. This suggests that other factors besides technical expertise
made the mentoring relationship meaningful for Latina leaders (Méndez-Morse, 2004).
Maintaining confidentiality is central in Rebecca’s and Lourdes’s roles as
superintendents. They explained that the higher the level of position, the smaller the circle
among leaders. Rebecca stated, “Sharing your challenges in your role is so confidential and
intimate. You only do that with certain people. And she’s very much like a sister to me.” Lourdes
shared her professional challenges and experiences with a small group of female contemporaries.
She refers to this group as a “sister circle” and leans on this group for advice, feedback, and
emotional support. Inez also referred to leaning on a “circle of friends who are educators” for
professional and personal support. These references to small circles and viewing women as
“sisters” are found to have a profound impact on the retention of Latina K–12 leaders. The
concept of sister circles is a way to pay it forward and give back to the community by becoming
informal mentors to other Latinas entering a profession (Storlie et al., 2016). Paulina emphasized
sister circles:
I really use those structures to my benefit in my informal friend group. I think if they’re
all like-minded, they’re all strong Latinas, highly educated all of them, … mothers like
me, all of them first-generation as well. … Children of immigrants.

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Paulina discussed how she related to the women in her sister’s circle. She found commonalities
and felt these women could empathize with her experiences and offer support relevant to her
needs.
Participants shared the challenges of balancing their professional and personal lives as
women in leadership positions. Five of the participants were also raising children under the age
of 18, and this posed additional challenges to balancing their professional obligations with their
responsibilities as mothers. Participants mentioned leaning on their spouses or significant others
for advice and feedback. Their spouses served as sounding boards for their daily challenges as
leaders. Two participants were married to educators and felt empathy from their spouses, mainly
when they needed to prioritize their professional work. Diana and Inez felt comfortable speaking
with their husbands about the difficult scenarios they faced with students and staff and sought
their advice when making tough decisions. Diana stated, “Although I want to separate my work
from my home life, being able to talk to [my husband] about my day provides me with a
different perspective and helps me process how I handle these challenges.” A “confidant”
provided a thought partner, allowing the participants to reflect deeply, professionally, and
personally. The participants emphasized sharing vulnerabilities without judgment. Gloria stated,
“having those supports has really allowed me to persevere and continue to show up for my
personal why … continue to really give me an ounce of hope and optimism.”
Participants discussed challenges with mentoring, including issues with mentors who
need help understanding their challenges or may not understand their experiences as Latina K–12
leaders. Repeatedly, the participants described desiring a mentor who “walked in their shoes.”
When asked to reflect on their mentoring experiences and what qualities they would seek in a
future mentor, seven participants referred to the desire for a Latina mentor or a person of color.

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Two discussed the challenges of finding such role models or experienced Latina K–12 leaders
who could serve as mentors, which speaks to their scarcity.
Table 2 illustrates the participants’ responses to Interview Question 9: In reflecting on
your mentorship experiences, what qualities would you look for in future mentors, and why are
those qualities important? Understanding the desired qualities in mentors can provide insights
into what makes mentorship effective for Latina K–12 leaders. Eight participants emphasized the
desire to be mentored by someone who understood their experience as a Latina or person of
color. This finding is consistent with the literature about alike mentors. Magdaleno (2006) found
that mentors who shared the same experiences and culture were significant in the mentoring
process for Latino leaders. Latinos mentored by other Latinos were more likely to thrive
professionally.
Table 2
Partial Responses to Interview Question 9: In Reflecting on Your Mentorship Experiences, What
Qualities Would You Look for in Future Mentors, and Why Are Those Qualities Important?
Participant Response
Gloria It would be a blessing to have a female Latina mentor … [someone who
can] relate to my experiences … balancing home and life … I’m a female,
I’m a mom, I’m a wife and they’re all things that I have to balance.
Inez It’s interesting ’cause I think in Latino culture, we talk a lot about mothers
and familia and the role they play. And I wonder how the Latina coach is
somewhere in between, like a mix of both, right? Like somebody who can
be like your tia or like your mother, but also somebody who has experience
in the leadership field. That’s what I want.
Julieta I’d love it if they’re Latino or Latina. I love them if they know that crosscultural connection ’cause I feel more comfortable and I’m able to express
myself a little bit more. Because I feel safe knowing that I could code-

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Participant Response
switch if I have to. Because as a multilingual adult, I don’t have to hide
behind just in English because we have all these little chispa, right? If I
can’t give you my thoughts in Spanish, I’ll give it to you in English.
Karina I would like to work with a mentor who can model for me, standing firm in
her truth of her identity and all of the beauty that it is as a Latina … I think
it’s about the leadership presence, kind of their aura. … One of the things
I’ve noticed as I’ve observed different Latinas in leadership is how
different women carry themselves. And I notice the Latinas that lean on
stereotypes to make their way known in a room, wearing tight-fitted
clothing, walking and carrying themselves in a certain way, you know,
flirting and things like that. And to be able to get the men around them to
respond. I don’t want that. I would like to be mentored by a Latina who
embraces all of her identity but doesn’t have to use it as a tool to
manipulate others. That sounds so harsh and jaded. I’m looking for a
unicorn.
Leticia I would prefer to seek out someone of color. And I feel like sometimes
they understand the struggle of having to, of feeling like you work twice as
hard sometimes to get somewhere. And I don’t think that’s easily
understood by people that haven’t had that experience. You could have an
experience of, oh, my mom was poor, my mom was a single mom, but if
you were White, it’s also very different. So, I do and would prefer or
would like to experience having a mentor of color to … have kind of that
shared common experience. And to be honest, I haven’t found it. It’s not
like there were opportunities, and I didn’t go to them. There were none.
Lourdes Ironically, the three that I would say I seek out the most are male, and two
of them being White. But I know that if I sought out, I don’t even know if I
know any retired Latina superintendents … And that might be the reason
why it’s hard to find a Latina mentor … that’s why I don’t seek them out.
But it was my intersectionality, or I think the positionality has a lot to do
with [my mentors]. They respect me for where I’m at. They respect what
I’ve done to get here. Like they know my history, and they respect me
because of that.
Mariana He’s an ally of people who have been marginalized. He knows that whole
system. He gets it, but he also gets it like how I need to navigate it. [He]
obviously is black Caribbean obviously has suffered a lot of racism. He’s
the one that helped me stretch my thinking when I didn’t understand about

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Participant Response
the Black community. And I had my own ‘isms’ that I was still working
out.
Paulina They have very similar experiences or at least understand. … I don’t have
to explain where I come from. … They just kind of intuitively understand.
… That’s probably why I selected the groups, the friends that I have,
because they have provided that respite from, you know, the day-to-day of
being a Latina leader. And even at work, the females that I connect with,
not all of them are Latinas, but I’m gonna say that they’re all women of
color.
Summary for Research Question 2
The interview data illustrates the impact of mentoring on California’s Latina K–12
leaders’ retention and career advancement. The data highlights the significance of distinct types
of mentors in career advancement and leadership development, stressing the need for culturally
and gender-aware mentorship. It identifies three key mentoring roles—allies, guides, and
confidants—each providing distinct forms of support, from advocacy for leadership
opportunities to personal growth and emotional support. The findings are consistent with the
literature surrounding the impact of role models and mentors on the career success of Latina
educators (Méndez-Morse, 2004). This tailored mentoring approach fosters Latina K–12 leaders’
professional development needs. It also addresses the intersection of race and gender in
mentoring, which enhances personal resilience and leadership efficacy.
Results for Research Question 3
Research Question 3 asked what systems and structures school districts and professional
organizations could implement to support and retain Latina K–12 leaders. The literature on this
topic shows that school districts lack the support systems that retain and develop people of color

64
educators, specifically Latina leaders (Méndez-Morse, 2000). The lack of mentoring and relevant
professional development are also barriers to the success of Latina educational leaders (SuárezMcCrink, 2011). The representation gap in schools continues to widen as people of color leaders
continue to face challenging work environments without systems to support and retain them.
Based on the data analysis, three themes emerged from the interviews about systems and
structures that support and retain Latina K–12 leaders in California school districts and
professional organizations. The three themes include work environments that (a) promote
inclusion and representation of women of color in higher-level leadership positions, (b) offer
opportunities for professional and personal development, and (c) provide networking
opportunities to foster a sense of community and belonging. Participants described the systemic
support structures that resulted in their persistence and retention in leadership positions. One
criterion for the study was to include Latina educators who have held a leadership position for at
least 3 years. This criterion helped to identify factors that resulted in maintaining a leadership
position. In this study, seven participants held leadership positions for 11 or more years and four
for 6 or more years. Participants revealed that their retention in these positions was partly
attributed to the support structures their organization afforded them.
Theme 1: Representation and Inclusion
Participants desired increased visibility and representation of Latinas in high district
leadership roles. Latina women in educational leadership fall short due to the need for more
representation in leadership (Morales & Harris, 2021). The data illustrated a need for an
inclusive environment that recognizes and values Latinas’ diverse experiences, promoting a
culture where their contributions are acknowledged and celebrated. Participants also emphasized
recognizing and supporting their work-life balance and accommodating their personal and

65
professional needs. Lastly, the data point to supportive culturally responsive leadership practices.
Based on the CRSL framework (Khalifa, 2018; Khalifa et al., 2018), culturally responsive
leadership creates inclusive school cultures that value diversity and eliminate systemic barriers.
Participants repeatedly expressed the desire to work in a diverse environment where they
were not the only Latina or person of color. The concept of being the “exception rather than rule”
was a common sentiment for most participants. In all cases but one, the participants felt
underrepresented in their organization. This created an environment where their perspective or
experience as a woman of color was undervalued or ignored. Gloria stated, “It would be nice for
me to see more people that mirror me as a Latina. Right now, there haven’t been, and there aren’t
any Latinas in higher-level district leadership.”
Participants described the need for organizations to understand their experience as
women and that of being Latina. Understanding the experience of being a female and a member
of a historically marginalized group is a common sentiment among the participants. They
expressed that there are cultural nuances that often are not understood by non-Latinos, including
the influence of family, language, and gender expectations. Some participants also highlighted
their personal struggles with imposter syndrome and feeling in competition with other women or
people of color in the workplace.
Recognizing intersectionality is critical in creating an environment that supports
persistence in leadership. The participants’ experiences as both women and members of
historically marginalized communities are not mutually exclusive. They are interconnected and
cannot be understood by looking at one identity in isolation (Crenshaw, 2016). When asked what
type of environment supports Latina leaders, Leticia stated,

66
What I look for is that understanding of the experiences that Latina women have. We
grow up in this [environment where] the boys go to school and the girls get married and
have babies, and what it feels like to go against that system. … I think having a space
where women can share that, that common kind of upbringing I think is important to feel
seen and heard because not everyone has that at home. And to value the experience that
they bring.
Leticia referred to the perception Latina K–12 leaders face based on societal stereotypes
of being a woman. Lourdes shared a similar sentiment about being a woman in a high-level
leadership position. She said she must be aware of how she interacts with board members,
particularly men:
So, you have to be very cognizant of those things as a Latina going in. It’s unfortunate,
but it’s true. A man can go golfing with their board president who’s a male, and it’s no
big deal. But if, if a female Latina woman goes to dinner with her board president that’s a
male, oh my lord, help me. You know, the rumors immediately start.
Lourdes and other participants shared that they often feel that they are not treated the
same as men or even other women of color. They face ungrounded stereotypes of Latina women
not being competent enough or microaggressions, as described earlier in the chapter.
A culturally responsive environment that challenges biases and systemic barriers to
promote inequity fosters persistence. The participants discussed the need for specific programs
and practices that retain and sustain people of color in leadership positions. Mariana explained
that diversity, equity, and inclusion training and affinity groups create a more inclusive work
environment. She stated, “People [of color] need a space to heal, to talk about the harm, to heal

67
from the harm.” Participating in racial affinity groups has implications for retaining leaders of
color by supporting their personal and professional needs (Pour-Khorshid, 2018).
Theme 2: Opportunities for Professional and Personal Development
Participants emphasized professional development opportunities tailored to Latina K–12
leaders. This encompasses leadership training, exposure to diverse career pathways, and skillbuilding in areas required for advancement, particularly outside of curriculum and instruction.
Participants valued leadership academies and structured feedback systems for ongoing support.
Participants identified the desire to build expertise and experience in various areas that
would support their advancement in educational leadership. They shared that they appreciated
when districts provided professional development opportunities or sponsored them to seek
training through external sources. Half of the participants have taken advantage of leadership
institutes offered by the ACSA, CALSA, and Association of Latino Administrators and
Superintendents (ALAS). Participating in such opportunities requires financial support and time
away from the workplace. Most participants shared that districts provided financial support to
engage in training, although some shared that they had to cover the cost on their own.
Overwhelmingly, participants followed a traditional trajectory, starting in the classroom
as teachers and progressing into middle management positions. All but three have worked in
elementary schools and focused on the curriculum and instructional aspects of educational
leadership. Ten held strong expertise in multilingual services, special education, and literacy
intervention. Every participant expressed an interest in developing their expertise beyond
curriculum and instruction. Participants identified the following areas of interest to build their
professional expertise and leadership capacity: business and finance, facilities and building

68
management, construction and development project management, labor negotiations and
personnel, and data, assessment, and evaluation.
Participants expressed limited access to these educational system sectors and tasks before
they became school leaders. However, this access remained limited even afterward. Women in
school leadership often face assumptions about their budgetary and fiscal knowledge and
qualifications for working in secondary schools (Méndez-Morse et al., 2015). The two
participants, who were superintendents, found that gaining experience in all facets of school
leadership was critical to their ascension to senior-level positions.
Theme 3: Networking and Community Building
Participants shared the need to create networks and affinity groups where Latina K–12
leaders can connect, share experiences, and support each other. They needed formal networking
opportunities within professional organizations and informal gatherings to foster community and
belonging. As previously described, participants shared that mentors enabled them to expand
their professional networks and provided access to new opportunities for career progression and
development. Studies show that women join less powerful formal networks but network more
with females, who have less power than males and approach networking differently (Shakeshaft,
2006). Studies also revealed that women who advance to higher-level leadership create a
pathway for other women by expanding opportunities for sponsorship and networking (Rivera,
2014; Rodríguez, 2018).
Although some participants shared stories of feeling threatened by other women or being
in competition with them, there was an overall feeling that women need to support each other.
Paulina expressed the need to support other women despite the conditions creating workplace
competition. Paulina stated,

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I think just being intentional about supporting other women, not necessarily just Latinas,
but women of color, White [women] as well. Just getting more women into these roles
and really understanding the importance of building networks with other like-minded
individuals is important as well.
Paulina alluded to workplace affinity groups. Participants referenced the value or desire
for workplace affinity groups as a structure that supports their personal and professional
development. These groups provide a space for people from similar backgrounds or experiences
to connect and support each other. This helps to create an inclusive environment where people
feel valued and understood. When asked what structures support Latina K–12 leaders,
participants overwhelmingly stated the need for affinity spaces and groups in the workplace.
The participants referred to professional networks in the workplace or through
professional organizations as necessary to their professional and personal development. As
previously mentioned, they held membership in organizations such as ACSA, CALSA, and
ALAS and took advantage of the networks automatically available through them. Rebecca stated
that building a network of professionals was important in supporting school leadership’s daily
demands. She noted the value of “[picking] up the phone and [having] a thought partner as
you’re thinking through changes that you need to make in your district or need to problem solve
because we can’t do this work alone.” Rebecca stated that she also participates in book studies
through various professional networks. This level of learning builds expertise and relationships
with other leaders.
Summary for Research Question 3
The interview data emphasizes the need for support and retention systems that promote
inclusive work environments, offer tailored professional development, and facilitate networking

70
for community building. It underscores representation and culturally responsive leadership as
practices to acknowledge Latinas’ experiences. The data illustrate that such supportive structures
are essential for retention and enhancing effectiveness in educational leadership roles.
Overall Summary of Results
This qualitative study explores the experiences, challenges, and support systems for
Latina K–12 leaders in California, aiming to deepen understanding of their career persistence and
advancement. Through interviews with 11 Latina women in various educational leadership roles,
the study identified career development facilitators, including mentorship, systemic support
structures, and professional development. Data findings are consistent with prior research on
Latina women’s underrepresentation in school leadership due to internal and personal challenges,
lack of organizational support systems, and lack of mentorship (Amancio, 2019; Menchaca et al.,
2017; Méndez-Morse, 2000; Murakami et al., 2015).
Participants highlighted three main themes in their career persistence and upward
mobility: a passion for educational equity, proactive personal and professional growth, and
resilience. These themes underscore their commitment to challenge systemic inequities and
advocate for marginalized students driven by firsthand experiences of marginalization.
Additionally, they noted acquiring additional training and degrees as essential for advancement,
with many participants pursuing higher education as first-generation college students.
The study also emphasizes the impact of mentoring on personal and professional
development. Mentors serve as allies, guides, and confidants, providing sponsorship,
navigational support in the educational system, and empathetic understanding of cultural and
gender-specific challenges. This mentorship fosters leadership skills and confidence and
addresses the intersection of race and gender.

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Finally, the research outlines systems and structures for supporting and retaining Latina
K–12 leaders, including fostering inclusive work environments, offering tailored professional
development opportunities, and facilitating networking for community building. The findings
advocate for culturally responsive leadership practices and the establishment of affinity groups,
highlighting representation and understanding of Latinas’ experiences in leadership roles.
However, the study also reveals challenges, including the experiences of
microaggressions and the need for Latina K–12 leaders to adapt to navigate predominantly
White, male-dominated environments. The reliance on allies in positions of power for career
advancement suggests a need for more inclusive leadership pipelines. Additionally, the desire for
mentorship from individuals with shared experiences reflects a broader issue of
underrepresentation of Latina and other people of color in educational leadership positions,
pointing to systemic barriers that still need to be addressed.

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Chapter Five: Findings
Representation matters, and Latina leaders’ presence in K–12 school systems enhances
Latina students’ success. Delving into and spotlighting the experiences of Latinas in educational
leadership is crucial for their sustained presence in K–12 education. Additionally, it is imperative
to comprehend the narratives underpinning the retention of Latinas in leadership roles by
exploring their resilience and perseverance in their careers despite the absence of supportive
structures and systems. Latina K–12 leaders are essential in public schools because of their
ability to connect with Latina students and foster their academic/social success while valuing
their culture (Méndez-Morse, 2004). There is a pressing need to recruit school leaders who can
understand, relate, and empathize with their experiences as a historically marginalized
community (Gonzales, 2007).
The current body of research on the determinants of persistence affecting the upward
mobility and career paths of women of color in education highlights ongoing challenges in the
workplace stemming from gender bias and discrimination, the underrepresentation of women of
color in senior leadership positions, and the absence of mechanisms facilitating a clear trajectory
for career progression (Cooper, 2016; Harts, 2019; Lean In, 2021; Lyness & Terrazas, 2006).
Latina leaders often face obstacles that may not be present for men or White leaders in education
and lack the mentorship and support systems that address their needs as women and members of
a historically marginalized population (García, 2020).
This research sought to explore the experiences of Latina leaders in K–12 education and
identify strategies that contribute to their retention and success. The stark discrepancy between
the number of Latina educational leaders and Latina students in California, coupled with the
scarcity of role models reflecting the student demographic in schools, impedes the academic

73
accomplishments of students (Zambrana & Zoppi, 2002). In California, where the number of
Latina school-aged children is rapidly growing, it is essential to increase the number of Latina
school leaders (Gonzales, 2007).
The overall methodological approach for this study is qualitative and descriptive. As a
descriptive study, the aim is to reveal what practices and strategies allowed Latina K–12 leaders
to persist in education leadership despite the obstacles they faced in their careers. This qualitative
study includes semi-structured interviews with 11 participants who have held leadership
positions in education for at least 3 years. I administered a brief survey to collect demographic
data to identify experiences in educational leadership and postsecondary preparation. The
participants were encouraged to share stories about their leadership experiences and strategies
that led to their persistence. The research questions aimed to uncover what enabled their
retention and development and how organizations can support them through systems and
structures. The following research questions guided this study:
1. What do California Latina K–12 leaders believe is critical to their persistence and
upward mobility in leadership?
2. How does mentoring impact the personal and professional development of California
Latina K–12 Leaders?
3. What systems and structures can California school districts and professional
organizations implement to support and retain Latina K–12 leaders?
Discussion
The themes in the data analysis reflect the need for a comprehensive approach to
supporting and retaining Latina K–12 leaders. Consistent with prior research (Amancio, 2019;
Menchaca et al., 2017; Méndez-Morse, 2000; Murakami et al., 2015), this study found that

74
mentorship, systemic support structures, and professional development facilitated career
development.
Discussion of Findings for Research Question 1
The data in response to Research Question 1 focused on understanding contributors to
persistence and upward mobility. The literature highlighted the significance of addressing the
challenges and systemic barriers women of color face in education, setting the stage for a deeper
exploration into the lived experiences of Latina K–12 leaders. Through qualitative interviews,
three primary themes emerged that underscored the leaders’ beliefs about what is essential for
their career advancement and resilience. Firstly, passion for educational equity and leading for
change was evident, with participants emphasizing their commitment to disrupting and
challenging systemic inequities. This passion was driven by firsthand experiences of
marginalization and a desire to advocate for students and communities with similar backgrounds.
The participants’ narratives revealed a deep connection to their work, fueled by a desire to
substantially impact the education system to foster greater inclusivity and equity.
Additionally, the data delved into taking initiative in personal and professional growth,
highlighting the leaders’ proactive efforts to acquire additional training, advanced degrees, and
professional development. This theme reflects the participants’ recognition of the necessity to
continuously evolve and adapt their skills and knowledge to navigate the complexities of
educational leadership effectively. The emphasis on professional growth was intertwined with
firsthand experiences as first-generation college students, underscoring the influence of family
background and resilience in overcoming obstacles.
Moreover, developing adaptability and resilience to navigate through discrimination,
microaggressions, and conflicts in the workplace surfaced as a key theme. This adaptability

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demonstrates the leaders’ capacity to navigate challenging situations and highlights the systemic
issues that persist in educational leadership. The study’s findings contribute to a broader
understanding of the specific factors that support the persistence and upward mobility of Latina
K–12 leaders in California, offering insights into strategies and supports to address disparities in
educational leadership.
Discussion of Findings for Research Question 2
The data in response to Research Question 2 revealed the effect of mentoring
relationships on career trajectory and leadership skills, particularly emphasizing the need to
understand cultural and gender-specific challenges. Mentors support leaders of color because
they prevent isolation and provide support when facing organizational politics (Martinez et al.,
2020). Mentoring opportunities create collaborative spaces that are responsive to leaders’ needs.
The data uncovers three themes related to mentoring regarding the roles of allies, guides,
and confidants, each offering distinct forms of support and empowerment. Allies, often in higher
positions of power and not necessarily sharing the same cultural background, recognized and
advocated for the participants’ potential for leadership, effectively tapping them for advancement
opportunities. This sponsorship and encouragement were instrumental in navigating the
professional landscape, sometimes even when it meant stepping out of comfort zones to embrace
higher leadership positions.
The second and third themes, the guide and the confidant, delve deeper into the
mentoring dynamics, highlighting the significance of mentors in navigating the educational
system, building leadership skills, and providing personal growth and emotional support. Guides
were essential for learning the intricacies of the job and the politics of educational environments,
offering practical advice, and serving as models of effective leadership. Confidants provided

76
emotional support and understanding, often sharing similar cultural backgrounds or experiences,
which allowed for a deeper connection and empathy.
The data underscores the need for culturally and gender-aware mentors who can provide
the support, confidence, and strategies to navigate leadership roles. This mentorship aids in
professional development and addresses the intersection of race and gender, enhancing leaders’
personal growth and resilience.
Discussion of Findings for Research Question 3
The data in response to Research Question 3 focused on the systems and structures that
California school districts and professional organizations can implement to support and retain
Latina K–12 leaders. The findings highlight promoting inclusion, offering professional
development opportunities, and facilitating networking to foster a sense of community. The
participants stressed the need for increased representation of Latinas in higher leadership and the
acknowledgment of their experiences as women and members of a historically marginalized
group. The findings suggest that culturally responsive leadership practices, which value diversity
and work toward eliminating systemic barriers, support these leaders. This finding is consistent
with the CRSL literature that argues that representation matters and school leaders who represent
students’ cultural experiences are essential in the academic achievement of students of color
(Khalifa, 2018; Khalifa et al., 2016).
The participants’ desire for a workplace that represents and values their racial and
cultural identities underscored the role of affinity groups. They expressed a need for spaces
where they could share experiences common to their upbringing and overcome challenges such
as imposter syndrome. Furthermore, they seek professional development opportunities tailored to
their needs, allowing them to expand their expertise beyond traditional roles. Networking and

77
community building were also identified as essential for personal and professional growth, with
professional organizations like ACSA, CALSA, and ALAS playing a significant role in
providing these opportunities. The research emphasizes that supportive structures and systems
aid in retaining Latina K–12 leaders and enhancing their effectiveness.
Recommendations and Implications for Practice
The findings that emerged in this study reflect the need for a comprehensive approach to
supporting and retaining Latina K–12 leaders. The study identified critical factors for career
development, including mentorship, systemic support structures, and professional development.
These findings suggest that educational institutions benefit from models that embed enhanced
support structures to retain and sustain Latina educators in leadership positions.
Retention and Career Development Model for Latina K–12 Leaders
As this study suggested, a model for Latina K–12 leaders’ retention and career
development embeds four support structures, as depicted in Figure 2. These are embedding
opportunities for networking and community building, enhanced professional development,
formal mentoring programs, and engagement in educational equity initiatives. This model can be
applied to school districts, professional organizations, higher education institutions, and
leadership preparation programs. In addition to support structures, Figure 2 denotes an
organizational environment that prioritizes inclusive and culturally responsive practices and that
organizational leaders must represent the diverse community they lead.

78
Figure 2
Model for Latina K–12 Leaders’ Retention and Career Development
Support Structure 1: Networking and Community Building
The participants benefited from opportunities to network with colleagues inside and
outside the organization for personal and professional growth. Latina K–12 leaders must actively
engage with educational leaders to build expertise and make connections that facilitate career
advancement. By doing so, they can navigate the complex landscape of educational leadership
more effectively and position themselves for future opportunities.

79
Community-building plays a crucial role in fostering both personal and professional
growth. Affinity groups and communities of practice offer invaluable spaces for Latina K-12
leaders to exchange ideas, share experiences, and develop their expertise in a supportive and safe
environment. These groups provide a platform for mentorship, collaborative problem-solving,
and sharing best practices, which are essential for overcoming the unique challenges Latina
leaders face in K-12 education.
Engaging in social and networking circles enhances professional and personal
development, particularly when these opportunities are inclusive of women of color and those
who share similar experiences as educational leaders. Such engagement broadens professional
networks and provides emotional support and validation, which are critical for sustaining
motivation and resilience in leadership roles. Furthermore, institutional support for networking
and community-building initiatives can significantly impact the career trajectories of Latina K12 leaders. Schools and districts should prioritize creating and maintaining structures that
facilitate these connections, such as mentorship programs, professional development workshops,
and conferences focused on diversity and inclusion in leadership.
Policymakers and educational administrators should also consider implementing policies
that encourage and support the participation of Latina K-12 leaders in these networks. Funding
for professional development, time allocated for networking activities, and recognition of the
value of these engagements in performance evaluations are examples of such supportive
measures. By fostering environments that support networking and community-building,
educational institutions can help Latina K-12 leaders thrive, ultimately leading to more diverse
and effective leadership within our schools.

80
Support Structure 2: Enhanced Professional Development
Latina K–12 leaders benefit from targeted professional development opportunities that
cater to their professional and personal needs. These opportunities should be designed to address
the specific challenges faced by Latina K-12 leaders and harness their unique strengths and
perspectives. Engaging in such professional development programs enhances their leadership
capabilities and fosters a sense of empowerment and confidence.
To maximize the impact of professional development, Latina K-12 leaders must have the
opportunity to participate in programs that enhance their leadership skills and the skill
development of all functions of educational organizations. This includes comprehensive training
in areas such as governance, policymaking, budgeting, and human capital management. Building
expertise in these critical areas equips Latina leaders with the knowledge and tools necessary to
navigate the complexities of educational leadership and to drive positive outcomes for their
schools and communities.
Providing professional learning options facilitates leadership development by offering
varied and flexible pathways for growth. This can include workshops, seminars, online courses,
and mentoring programs tailored to the needs of Latina K-12 leaders. Encouraging participation
in local, state, and national conferences focused on educational leadership and diversity can also
provide valuable networking opportunities and exposure to best practices.
Moreover, institutions should support Latina K-12 leaders by offering resources and time
for professional development. This may involve financial support for attending conferences and
courses, as well as providing release time from regular duties to participate in these activities.
Creating a culture that values and prioritizes continuous learning and professional growth is
essential for developing effective leaders.

81
By investing in targeted professional development opportunities, educational institutions
can support the advancement of Latina K-12 leaders, ultimately contributing to more diverse and
effective education leadership. This investment benefits the leaders themselves and enriches the
educational experiences of the students and communities they serve.
Support Structure 3: Expand and Strengthen Mentoring Programs
Latina K–12 leaders benefit from opportunities to participate in culturally and genderaware mentoring programs. These programs are instrumental in addressing the unique challenges
and barriers Latina leaders face in the educational sector. Culturally responsive mentoring fosters
an environment of understanding and mutual respect, allowing mentees to explore their identities
and experiences within a supportive framework. Gender-aware mentoring addresses the specific
needs and obstacles women encounter in leadership, offering strategies to navigate and overcome
these challenges effectively.
To support their diverse needs, Latina K-12 leaders must have access to distinct types of
mentors, including allies, sponsors, guides, and confidants. Allies are crucial in creating
inclusive and equitable work environments by advocating for Latina K-12 leaders and addressing
systemic biases. Sponsors, however, actively promote Latina K-12 leaders for career
advancement opportunities, opening doors to new positions and leadership roles that might
otherwise be inaccessible.
Guides and confidants provide invaluable support for personal and professional growth.
Guides offer practical advice and insights based on their own experiences, helping Latina K-12
leaders develop essential skills and navigate their career paths more effectively. Confidants
provide emotional support and a safe space for discussing challenges, fears, and aspirations,
fostering resilience and well-being.

82
Additionally, institutions should recognize the importance of these mentoring
relationships and provide structured programs to facilitate them. This includes creating formal
mentorship programs, offering mentors training on cultural and gender sensitivity, and ensuring
that Latina K-12 leaders have access to a diverse pool of mentors. Encouraging peer mentoring
and establishing mentorship circles can also enhance the support network for Latina K-12
leaders, promoting a sense of community and shared learning.
By participating in these comprehensive mentoring programs, Latina K-12 leaders can
build robust support systems that empower them to excel in their roles, contribute to their
schools and communities, and pave the way for future generations of Latina K-12 leaders.
Support Structure 4: Educational Equity Initiatives
Latina K–12 leaders benefit from opportunities to address systemic inequities in
educational organizations. Their experience and commitment to educational equity position them
to lead initiatives that address the needs of historically marginalized communities. Latina K-12
leaders bring valuable insights and a deep understanding of the cultural and socio-economic
challenges faced by these communities, enabling them to design and implement effective
strategies to promote equity and inclusion.
In addition, a model for retention and career development must include an inclusive
organizational environment. An inclusive educational institution fosters a work environment that
acknowledges and prioritizes the unique experiences and contributions of Latina K-12 leaders.
Such organizations are proactive in implementing policies and practices that address the
challenges Latina K-12 leaders face, including combating discrimination and microaggressions.
This involves creating clear protocols for reporting and addressing incidents of bias, providing
training on cultural competence for all staff, and fostering a culture of respect and inclusivity.

83
Culturally responsive leadership practices are essential for creating an inclusive
environment. These practices value diversity and aim to eliminate systemic barriers that hinder
the advancement of Latina K-12 leaders. By promoting culturally responsive leadership,
educational institutions can create spaces where diverse perspectives are valued and integrated
into decision-making processes. This not only benefits Latina K-12 leaders but also enhances the
overall effectiveness and responsiveness of the institution.
An educational institution representative of Latina K–12 leaders aims to increase their
numbers in higher leadership positions. This can be achieved through targeted recruitment and
retention efforts, such as creating leadership pipelines, offering mentorship programs, and
providing professional development opportunities tailored to the needs of Latina leaders.
Representation matters, and when Latina K-12 leaders occupy higher positions, they serve as
role models and advocates for aspiring Latina educational leaders, helping to pave the way for
future generations.
Overall, Latina K-12 leaders in higher positions create an environment that is supportive
and responsive to the needs of aspiring Latina educational leaders. Their presence in leadership
roles contributes to a more equitable and inclusive educational system where all leaders and
students feel valued and supported. Institutions must commit to ongoing efforts to support and
develop Latina K-12 leaders, recognizing their critical role in advancing educational equity and
excellence.

84
Implications for Practice
This study’s implications for educational institutions are multifaceted, affecting those
organizations’ policy, practice, and culture. These implications offer a model for creating more
inclusive, equitable, and supportive environments that retain and uplift Latina K–12 leaders and
enhance the overall quality of education for all students. The implications for educational
institutions are as follows.
The first implication for educational institutions emphasizes the value of examining how
policies reflect Latina K–12 leaders’ experiences and needs. The study suggests that involving
these leaders in policy development and decision-making bodies ensures that policies are
inclusive and address the systemic barriers that they face. There is value in examining hiring
policies that support these leaders’ recruitment and retention and in policies to increase their
representation. These policies can support mentorship programs, leadership pipelines, and
succession planning by developing talent within the organization.
Additionally, educational institutions should implement continuous feedback mechanisms
where Latina K-12 leaders can provide input on existing policies and suggest necessary changes.
This approach helps keep the policies relevant and effective and empowers Latina K-12 leaders
by valuing their voices and experiences. Such feedback loops can be facilitated through regular
surveys, focus groups, and inclusion in key committees, ensuring that the institution remains
responsive to the evolving needs of its diverse leadership.
The second implication for educational institutions emphasizes the value of implementing
practices that specifically target the recruitment and retention of Latina K-12 leaders. The study
suggests that offering targeted professional development supports both professional and personal
growth. This includes opportunities to broaden expertise in educational management and

85
leadership capacity through various means such as workshops, seminars, and leadership training
programs tailored to address the unique challenges faced by Latina K-12 leaders. Additionally,
access to advanced certification programs and higher education courses can further enhance their
career trajectories.
The study also highlights the crucial role of mentorship and support networks in career
development. Providing formal and informal mentoring opportunities is essential for offering
both emotional and professional support. Structured mentoring programs, where experienced
leaders guide emerging Latina K-12 leaders, can significantly impact career satisfaction and
retention by helping them navigate organizational dynamics and develop a strong professional
identity. Furthermore, affinity groups and professional networks are instrumental in retention
efforts. These groups provide a sense of community and belonging, enabling Latina K-12 leaders
to share experiences, challenges, and strategies for success. Participation in these networks
fosters collaboration, peer support, and professional growth. Educational institutions should
actively promote and facilitate the creation of such groups, ensuring they are inclusive and
accessible.
The third implication for educational institutions emphasizes the value of creating a safe
and supportive culture that encourages the inclusion of Latina K-12 leaders. The persistence of
discrimination, microaggressions, and conflicts as barriers to the advancement of Latina K-12
leaders underscores the need for environments where they feel valued and respected. The study
suggests the importance of integrating culturally responsive practices that value diversity,
actively encourage inclusion, and recognize the unique contributions of Latina leaders. This
involves implementing comprehensive diversity training programs that educate all staff members

86
about the impacts of microaggressions and discrimination, and promoting empathy and
understanding.
Moreover, it is essential to establish clear policies and procedures for addressing and
resolving conflicts related to discrimination and bias swiftly and effectively. Creating affinity
groups and safe spaces where Latina K-12 leaders can share their experiences and receive
support is also critical. Such groups can serve as platforms for advocacy and empowerment,
helping Latina K-12 leaders to navigate the challenges they face. Additionally, institutions
should regularly assess the school climate to identify and address any issues related to inclusivity
and equity. By committing to these actions, educational institutions can dismantle barriers and
foster an environment where Latina K-12 leaders can thrive. This systemic approach benefits
Latina K-12 leaders and enriches the entire educational community by leveraging the diverse
strengths and perspectives that these leaders bring to educational leadership.
The fourth implication for educational institutions emphasizes the need to impact the
pipeline to increase the percentage of Latinas in educational leadership positions. To effectively
change the pipeline for Latina K-12 leaders, educational institutions must implement
comprehensive strategies addressing recruitment and retention. One crucial strategy is to actively
recruit Latina K-12 leaders by creating targeted outreach programs that connect with Latina
educators early in their careers. This can include partnerships with universities and teacher
preparation programs to identify and mentor potential leaders. Additionally, providing
scholarships and financial incentives for Latina educators to pursue advanced degrees in
educational leadership can help remove financial barriers. Schools and districts should also
ensure that recruitment materials and job postings reflect a commitment to diversity and

87
inclusion, highlighting the importance of Latina leadership in fostering culturally responsive
educational environments.
Retention strategies are equally important for Latina educators in the formative stages of
their careers and should focus on creating supportive work environments. Establishing formal
mentorship programs where experienced Latina K-12 leaders mentor beginning teachers and
emerging leaders can provide essential guidance and support. These programs should be
complemented by professional development opportunities that address the unique challenges
faced by Latina educators and build their leadership skills. Participating in affinity groups and
professional networks early in their careers can also give Latina educators a sense of community
and belonging, allowing them to share experiences, resources, and support. By adopting these
strategies, educational institutions can create a pipeline that attracts, retains, and supports Latina
leaders, ultimately leading to a more diverse and effective educational leadership landscape.
Limitations and Delimitations of the Study
While providing valuable insights, the study on the persistence of Latina K–12 Leaders
also has several limitations and delimitations that could affect the generalizability and
interpretation of its findings. Recognizing these limitations is essential for contextualizing the
results. Delimitations include the study’s geographic scope, sample size, and selection of the
participants. Other limitations include self-reporting bias and sole focus on Latina educators
compared to other women of color or Latino men.
The study focuses exclusively on California, which has a unique social, political, and
educational context. This geographic delimitation means that the findings may not directly apply
to Latina K–12 leaders in other states or regions with different demographics, policies, and
cultural norms. California’s regional differences must be considered, including differences in the

88
educational context of Northern, Central, and Southern California. In addition, the participants’
experiences might not fully represent the full diversity of perspectives and challenges. The study
included a relatively small sample, limiting the findings’ generalizability.
The study relied on self-reported data from surveys and interviews, which can lead to
bias. Due to the topic and interviewees’ comfort in responding to questions, they might have
responded in a socially acceptable manner or may not have accurately recalled past events,
affecting the data’s reliability. The study relied on the participant’s vulnerability and candidness.
To ensure their anonymity, particularly for those in higher leadership roles, their current position
and role may have affected their responses. Lastly, without a comparison group, it is challenging
to determine which experiences and challenges are unique to the participants and which are more
familiar to women of other racial/ethnic groups.
Future Research
This study provides a foundation for understanding Latina K–12 leaders' challenges and
the support they need. It also opens avenues for future research to explore and address the
complexities of the retention and career advancement of educators of color.
The first recommendation for future research is to examine how the experiences of Latina
K-12 leaders vary across the United States. Such comparative studies could provide valuable
insights into Latina leaders' different challenges and supports in various educational and sociopolitical contexts. This research could explore regional differences, such as how state policies,
local community attitudes, and district-level support systems impact Latina K-12 leaders.
Additionally, examining variations in urban, suburban, and rural settings could shed light on how
geographic location influences their experiences. Understanding these nuances can help identify
specific barriers that Latina leaders face in different areas and highlight best practices that have

89
been successful in certain regions. This research could serve as a critical resource for developing
nationwide coalitions and networks that support Latina leaders. Organizations can create more
targeted support systems and advocacy efforts by identifying common challenges and successful
strategies. Overall, comparative research on the experiences of Latina K-12 leaders across the
United States can contribute to a more comprehensive understanding of their roles and provide a
foundation for systemic change in educational leadership.
The second recommendation is to conduct in-depth studies into how school districts’
organizational culture and educational institutions support or hinder the advancement of Latina
K-12 leaders. This could include further analysis of systemic barriers such as implicit biases,
discriminatory institutional practices, and organizational policies that affect recruitment,
retention, and promotion. Research should aim to uncover how these factors create obstacles for
Latina K-12 leaders and identify the specific cultural and structural elements within school
districts that contribute to or alleviate these challenges.
Additionally, identifying and disseminating best practices from school districts and
educational organizations that have successfully advanced the careers of Latina K-12 leaders is
recommended. Case studies of districts implementing effective diversity and inclusion initiatives
can serve as models for others. These best practices include mentorship programs, professional
development opportunities tailored to Latina leaders, and policies that promote work-life balance
and equitable career advancement.
This research can be a critical resource for policymakers and educational leaders aiming
to create more inclusive environments for educators of color. By providing evidence-based
recommendations, this research can inform the development of policies and practices that
address systemic barriers and promote the success of Latina leaders. Ultimately, this can

90
contribute to a more equitable and diverse educational leadership landscape, benefiting Latina
leaders and the students and communities they serve.
The third recommendation for future research is to examine a phenomenon revealed in
this study centered around the competitive nature of women in educational leadership. The study
revealed an element of competition among women as a barrier to advancement. Further
examination and identification of the causes of this phenomenon could inform organizational
structures that support women in leadership. Additionally, it is essential to examine the role of
organizational culture in fostering or mitigating competitive behavior.
Understanding competition dynamics among women in educational leadership requires
an in-depth exploration of various contributing factors. This includes investigating societal and
cultural influences that shape women's interactions in professional settings. For instance,
exploring how gender norms and expectations impact the behavior and attitudes of women
leaders can provide insights into why competition occurs and how it affects their career
progression.
Moreover, it is essential to consider the intersectionality of gender with other social
identities, such as race, ethnicity, and socioeconomic status. Examining how these intersecting
identities influence competitive behavior among women can provide a more comprehensive
understanding of the phenomenon. This can help develop targeted interventions that address the
unique challenges women from diverse backgrounds face.
The findings from this research can inform the development of organizational structures
and practices that support women in leadership. By identifying the root causes of competition
and implementing strategies to promote collaboration, educational institutions can create
environments where women leaders can thrive.

91
By addressing these and other related topics, future research can build on the current
study’s findings to further enhance understanding of the factors that support the persistence,
effectiveness, and impact of Latina leaders in K–12 education, as well as inform policy and
practice to foster more inclusive and equitable educational environments.
Conclusion
This study exemplified the Latina K-12 leaders’ persistence and upward mobility for
advancing students of color in the K–12 system. Study findings confirmed that formal and
informal support structures are critical to this advancement. They suggest that inclusive
organizations that value community building and embody diverse representation of leaders of
color are of primary importance. Networking and community-building opportunities, formal
mentoring programs, and engaging in educational equity initiatives were crucial to the study
participants.
Furthermore, the study highlighted the significant role of diverse types of mentors in
career advancement and leadership development, emphasizing the need for culturally and
gender-aware mentorship. Mentors who understand and can navigate the specific cultural and
gender-related challenges faced by Latina K-12 leaders provide essential guidance and support.
These mentors can offer insights into effective leadership strategies, provide emotional support,
and help Latina K-12 leaders build professional networks.
Additionally, the study underscored the importance of organizations creating a culture of
inclusion where the contributions of Latina K-12 leaders are recognized and valued. This
involves having a diverse representation of leaders and fostering an environment where diverse
perspectives are actively sought and included in decision-making processes. Educational

92
institutions prioritizing diversity and inclusion can better support the career advancement and
retention of Latina K-12 leaders.
The findings suggest that educational institutions should implement policies and practices
that promote equity and inclusion at all levels of leadership. This includes developing and
maintaining robust support networks, offering targeted professional development opportunities,
and ensuring leadership pathways are accessible to Latina K-12 leaders. By doing so, institutions
can create a more supportive and empowering environment for Latina K-12 leaders, ultimately
benefiting the broader educational community.
This study offers educational institutions additional insight into the implications of
leadership policies and practices on Latina K–12 leaders’ retention and career advancement. By
recognizing the importance of culturally and gender-aware mentorship, inclusive organizational
cultures, and equitable leadership opportunities, institutions can better support the development
and success of Latina leaders in education.
This study revealed how 11 Latina K–12 leaders have persisted in leadership despite a
lack of support structures. They sustained a commitment to educational equity and excellence for
all students. Among the attributes and qualities they offer the educational system, they share a
common spirit and essence of leadership passed down through the generations. Generational
strength and ganas (will) have been inculcated in their DNA from a long lineage of strong
women and cultivated by a circle of allies, co-conspirators, peers, colleagues, partners, and
hermanas who inspire them, believe in them, and have their back every day.

93
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Appendix A: Informed Consent Protocol
Title: Stories of Persistence: Illuminating the Experiences of Latina K–12 Leaders - A Retention
and Career Development Model
Researcher: Margarita Contreras Navarro
Committee chair: Dr. Rudy Crew
Introduction
You are invited to participate in a research study by Margarita Contreras Navarro, a doctoral
candidate at the University of Southern California (USC). This study aims to investigate and
describe the experiences of Latina K12 leaders in California school districts.
Procedure
If you agree to participate in this study, you will be asked to participate in an online (via Zoom)
interview. The estimated time commitment for your participation will be 45 - 60 minutes. The
interview will be at a mutually agreed upon time of day and location, depending upon the
participant's preference. The interview will be recorded. All information collected during the
study will be treated with strict confidentiality and used solely for this research.
Risks and Benefits
There are minimal risks associated with this study. However, you may benefit from participating
by sharing your experiences in a leadership position and by providing future leaders with insight
into advancing school leadership, which results in positive student outcomes.
Confidentiality
Confidentiality will be maintained throughout the study. Your personal information, including
your identity, will be kept strictly confidential. Data collected will be securely stored and
accessible only to the research team, myself, and my research committee. The findings of this
study will be reported in aggregate form, ensuring the anonymity of participants.

102
Voluntary Participation:
Participation in this study is entirely voluntary. There is no cost to you for taking part in this
study. You can withdraw from the study anytime, without any consequences or penalty. Your
decision to participate or withdraw will not affect current or future relationships with USC.
Contact Information
If you have any questions or concerns about this study, please contact me at (650)867-7472 or
mcn88503@usc.edu. If you have any concerns regarding your rights as a participant, you may
contact the [Institutional Review Board (IRB) name] at [IRB contact information].
Consent
By signing below, you indicate that you have read and understood the information provided
above. You voluntarily agree to participate in this research study. You know you have the right
to withdraw from the study at any time without any consequences.
Participant's Signature: _______________________ Date: _______________________
Printed Name: _______________________
Researcher's Signature: _______________________ Date: _______________________
Please retain a copy of this consent form for your records. Thank you for your participation in
this research study.

103
Appendix B: Screening Survey Protocol
Study title: Stories of Persistence: Illuminating the Experiences of Latina K-12 Leaders - A
Retention and Career Development Model
PI name: Margarita Contreras Navarro
1. What gender do you identify with?
• Male
• Female
• Nonbinary
• Prefer not to say
2. Do you identify as Latina/Latinx/Hispanic/Chicana/of Latin descent?
• Yes
• No
3. Do you currently work in California?
• Yes
• No
• No, but I have worked in the CA in the past
4. What is the highest degree or level of education you have completed?
• Bachelor's Degree
• Master's Degree
• Ed.D. or Ph.D.
• Prefer not to say
5. How many years have you worked in the field of education?

104
• 1 - 10
• 11 - 20
• 21 - 30
• 31 - 35
• 35+
6. How many years of experience do you have in a K12 leadership position?
• 1-2
• 3-5
• 6-8
• 9-10
• 11+
7. How long have you held in your current position?
• 1-2
• 3-5
• 6-8
• 9-10
• 11+
8. How many different leadership roles have you held? (Include each leadership position
you have held/advanced to.)
• 1-2
• 3-4
• 5-6
• 7+

105
9. Check off what locations you have worked in:
• Elementary school
• Middle School/Junior High
• High School
• District/Central Office
• County Office
• Charter School
Thank you for your participation in this screening survey. Your responses will be
confidential and will only be used for research purposes.

106
Appendix C: Interview Protocol
Study title: Stories of Persistence: Illuminating the Experiences of Latina K-12 Leaders - A
Retention and Career Development Model
PI name: Margarita Contreras Navarro
I’d like to start by asking some personal and professional background questions about
you.
• What drew you to your current leadership role?
• What motivates you to remain in that position?
• What was the process of recruitment to your current leadership role?
• Were there any specific qualities or characteristics that made you a “good fit” for
your current position?
• What would you describe as your highest achievement in your career thus far?
• What have been your challenges and successes in reaching this achievement?
Describe your experience leading as a woman of color.
• What challenges have you experienced as a female Latina leader?
• How have you overcome those challenges?
The next set of questions asks about structures that support leadership development.
• How does the organization you work in support your leadership development?
• Are there other ways you would like for your organization to support you?
• What formal supports should exist to help you thrive as a leader?
• Thinking back to your university preparation (pre-service, admin, doctorate), how did
that training prepare you to be a successful leader?
• What would you like to see different from that experience?

107
• What professional organizations (ACSA, CALSA, ALAS, CABE, etc.) do you feel
have contributed to your career development?
The next set of questions asks about the role of mentoring in leadership development.
• What are your experiences with mentoring (formally or informally)?
• In what ways has the mentoring experience been beneficial and not beneficial?
• In reflecting on your mentorship experiences, what qualities would you look for in
future mentors, and why are those qualities important?
• Who do you most likely seek when needing support/advice/guidance/counsel on
leadership issues?
The next set of questions asks about systems that support leadership development.
11. If you were to design a program that supports and retains Latinas in educational
leadership, what would that look like?
12. What leadership development opportunities have you pursued on your own?
What has been the most beneficial and not beneficial to you as a leader?
13. How have you learned to navigate the politics of school leadership?
Was there a person or experience you can recall that impacted you?
I’d like to ask one last closing question.
14. What other insights would you like to share about leading K12 organizations as a
Latina leader?

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Asset Metadata

Creator Contreras, Margarita (author)

Core Title Stories of persistence: illuminating the experiences of California Latina K–12 leaders: a retention and career development model

School Rossier School of Education

Degree Doctor of Education

Degree Program Educational Leadership (On Line)

Degree Conferral Date 2024-08

Publication Date 06/25/2024

Defense Date 05/13/2024

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

Tag California,career development,diversity,equity,inclusion,intersectionality,K-12,Latina,Latina students,leadership,mentoring,mentors,networking,OAI-PMH Harvest,persistence,professional development,public education,representation,retention,school leadership,self-efficacy

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Crew, Rudolph (committee chair), Ott, Maria (committee member), Riggio, Marsha (committee member)

Creator Email magoconr@gmail.com,mcn88503@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC1139970GO

Unique identifier UC1139970GO

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Legacy Identifier etd-ContrerasM-13139

Document Type Dissertation

Format theses (aat)

Rights Contreras, Margarita

Internet Media Type application/pdf

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