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Women in academic leadership: the systemic struggles and representation of Latinx women in higher education

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Women in academic leadership: the systemic struggles and representation of Latinx women in higher education

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Women in Academic Leadership: The Systemic Struggles and Representation of Latinx
Women in Higher Education

Vanessa Dolores Cervantes

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 2023

© Copyright by Vanessa Dolores Cervantes 2023
All Rights Reserved

The Committee for Vanessa Dolores Cervantes certifies the approval of this Dissertation

Briana Hinga
Raquel Torres-Retana
Claudia Peyton
Sheila Banuelos, Committee Chair

Rossier School of Education
University of Southern California
2023

iv
Abstract
The goal of this study was to examine the experiences of Latinas in academic leadership
positions and help future Latinas who might consider these positions. This study also aimed to
understand why there is a shortage of Latinas in academic affairs leadership in the CSU system
through the lens of critical race theory (CRT) to shed light on the participants’ racialized
experiences and what contributes to their retention and job satisfaction. Using a qualitative
research design, 11 participants were interviewed to learn about their experiences as women of
color in higher education leadership and how their higher education experiences made them into
the leaders they are today. The common themes centered on their career pathways, juggling
multiple roles, challenges in their roles, and leadership support. Additionally, findings connected
to the role of comadres (close friends) and consejos (advice) in the interviewees’ careers. The
study’s implications pertain to the power of storytelling in the literature. Recommendations
emphasize the CSU to create policies and practices tailored for Latinas in programs centered on
mentorship and sponsorships, leadership and development training, and support work-life
balance initiatives.
Keywords: women of color, Latinas, microaggression, leadership, higher education, job
satisfaction, intersectionality, CSU

v
Acknowledgments
I would like to acknowledge individuals who truly made all this possible. I would like to
thank Dr. Claudia Peyton for pushing me to apply to this program and believing in me. The
Rossier School, thank you for making me feel like I belong. Dr. Raquel Torres-Retana, thank
you for providing me with representation and understanding and showing that Latinas como
nosotros no hay muchas, pero las pocas somos fuertes. Dr. Brianna Hinga, if I become faculty, I
want to be just like you and provide a classroom setting where you feel seen and heard. Lastly,
my chair. Dr. Sheila Banuelos, you are truly magical. Creating a friendship beyond academics
has been the most significant gift of my higher education career! My red-bottom crew!
Especially mi amiga Juanita! You all have truly made this experience unforgettable. Thank you
to my boss Dr. Sheree Schrager for allowing me to take the time I needed to complete my
degree. My Familia Molina/Cervantes y mis chiquillos and of course Amá and Apá! Ustedes son
todo para mi. Madrina Lupita, I hope you are proud of me from heaven above and, last but not
least, my husband Daniel Cervantes! You, indeed, have been my partner since day one. I owe
you so many date nights and home-cooked meals. Gracias for being my number-one cheerleader!

vi
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgments............................................................................................................................v
List of Tables ................................................................................................................................. ix
List of Figures ..................................................................................................................................x
Chapter One: Overview of Study .....................................................................................................1
Statement of the Problem .....................................................................................................3
Purpose of the Study ............................................................................................................4
Significance of the Study .....................................................................................................5
Definitions............................................................................................................................6
Organization of the Dissertation ..........................................................................................8
Chapter Two: Review of the Literature ...........................................................................................9
Women in Leadership ..........................................................................................................9
Gender and Leadership in Higher Education .....................................................................14
Intersectionality..................................................................................................................18
Ethnicity and Leadership ...................................................................................................22
The Great Resignation .......................................................................................................25
Burnout ..............................................................................................................................27
Theoretical Framework ......................................................................................................28
Chapter Three: Methodology Introduction ....................................................................................34
Site Selection .....................................................................................................................35
Participants .........................................................................................................................37
Recruitment ........................................................................................................................38
Instrument and Data Collection .........................................................................................39
Data Analysis .....................................................................................................................41

vii
Trustworthiness Measures .................................................................................................41
Ethical Considerations .......................................................................................................42
Role of the Researcher .......................................................................................................43
Summary of Participants ....................................................................................................44
Chapter Four: Results ....................................................................................................................45
Setting ................................................................................................................................46
Participants .........................................................................................................................46
Themes ...............................................................................................................................55
Other Findings: Comadres .................................................................................................73
Consejos .............................................................................................................................74
Concluding Summary ........................................................................................................76
Chapter Five: Discussion and Recommendations..........................................................................77
Interpretation of Findings ..................................................................................................77
Implications........................................................................................................................81
Limitations .........................................................................................................................83
Recommendations for Future Research .............................................................................85
Recommendations for Policy .............................................................................................85
Recommendation for Practice ............................................................................................87
Conclusions ........................................................................................................................88
References ......................................................................................................................................89
Appendix A: Recruitment Flyer...................................................................................................100
Appendix B: Screening Questionnaire.........................................................................................101
Appendix C: Information Sheet for Exempt ................................................................................102
Appendix D: Interview Protocol ..................................................................................................104
Introduction ......................................................................................................................104

viii
Questions..........................................................................................................................105
Closing .............................................................................................................................108

ix
List of Tables
Table 1: Self-Reported Numbers of Latinas in Academic Leadership Roles Within the CSU 64
Table 2: Consejos 75

x
List of Figures
Appendix A: Recruitment Flyer 100

1

Chapter One: Overview of Study
Historically, academic leaders in higher education in the United States have been White
men and held these leadership roles exclusively until 1935 (Martin, 2022). In 1935, Kate Galt
Zaneis was the first woman to serve as a college president at a U.S. college: Southeastern
Teachers College, today known as Oklahoma State University (Martin, 2022). Furthermore,
Dartmouth College, one of the oldest Ivy League Universities in the United States, recently
named its first female president in its 250-year history (Sottile, 2022). Sian Leah Beilock will
take office on July 1, 2023 (Sottile, 2022). Ironically, although only White men have historically
served in these roles, it was prevalent for these same leaders to own enslaved Black people and
not provide educational opportunities for them (Patton, 2016). To this day, higher education
leadership has remained White and male-dominated, even though the student body in the United
States has become increasingly diverse over the past 50 years (Patton, 2016). For example,
universities considered non-minority-serving institutions have gone from serving 1,192,285
racially minoritized students in 1984 to 1,963,257 in 2004 (NACES, 2022). These numbers
represent an estimated three percent increase over the past 20 years of diverse students in non-
minority institutions.
Similarly, Hispanic institutions went from serving 164,051 minority students in 1984 to
1,257,411 in 2004 (NCES, 2022). These numbers represent an estimated 33% increase over the
past 20 years. Additionally, in 2020, the number of minority students attending higher education
was 7,418,823, compared to 2003, when there were 4,894,210 diverse students enrolled. These
numbers indicate that racially minoritized students have grown substantially in the last 20 years
(NCES, 2022). In California, particularly among the 23-campus California State University
(CSU) system, 21 campuses meet the criteria to be designated as Hispanic-serving institutions
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(HSIs). At the same time, these distinctions may indicate a growingly diverse student body in the
CSU, particularly the Latinx population. Also, the distinctions indicate that the majority of
Latinx students attend higher education in California (CSU, 2017). To meet the needs of its
increasingly diverse students, the state must include faculty, staff, and leaders that represent the
students. The current CSU leadership does not mirror the students’ demographics. According to
the Campaign for College Opportunity (2019), 65% of the CSU student population comes from
racially minoritized communities, while 57% of leaders identify as White. These numbers
represent a larger systemic issue of lack of representation of ethnically diverse leaders in the
CSU system.
The CSU is one of the most ethnically and racially diverse university systems in the
United States (CSU, 2022). In 2021, the CSU campuses claimed 10 of the top 20 spots in
CollegeNET’s 2021 social mobility index, which measures the extent of a university’s impact in
providing opportunities for economically disadvantaged students to graduate into well-paying
jobs” (CSU, 2021, p. 1). According to the CSU, 60% of students are people of color and one-
third of undergraduates are the first in their families to attend college. However, the system’s
leadership makeup differs from that of students. Among the 23 campus presidents, 12 identify as
women, 11 as men, 12 as White, five as Latinx, three as African American, and three as Asian
(CSU, 2022). While more campus presidents identify as women than men, only five identify as
Latinx. Relevant to this study, only one identifies as Latina. Lastly, in 2020, the CSU reported
that out of 485,550 enrolled students, 217,232 were Latinx students, and 279,352 were women
(CSU, 2022). While current numbers of Latinas attending the CSU were not available, there are
large numbers of Latinx students. According to Excelencia in Education (2018), CSU Fullerton,
3

CSU Northridge, and CSU Long Beach were among the top five institutions in the U.S. to award
college degrees to Hispanics.
The lack of Latinas in higher education academic leadership positions is not new (Munoz
et al., 2013). Although the CSU system currently has more women than men as campus
presidents, White women make up the majority of them (CSU, 2022). Additionally, when it
comes to the actual percentages of decision-making positions, such as provost, college deans,
and vice presidents in the CSU system, there are higher rates of White leaders (CSU, 2022).
While there have been strides in diversifying academic leadership, racially and ethnically diverse
leaders remain systemically underrepresented (Davis, 2010). More important and related to this
study is the underrepresentation of Latinas in academic leadership.
The next few sections and chapters discuss the causes of the small number of women of
color in higher education leadership and their lower retention rates. The sections will discuss low
job satisfaction and retention rates due to the added pressures on women of color (Berk, 2017).
The literature will also indicate the underrepresentation of women of color in higher education
and the challenges they encounter, such as tokenism, microaggressions, the old boy network, and
other stereotypes (Sanchez-Hucles & Davis, 2010). Lastly, the goals of this study were to capture
the narratives of Latina academic leaders in the CSU to examine their experiences and identify
recommendations to increase their numbers.
Statement of the Problem
Women of color face multiple challenges when applying to and once hired for higher
education leadership positions. According to Tran (2014), “Women of color often feel that the
interlocking effects of gender, race, and ethnicity and experience the double jeopardy of racial
and gender discrimination from both White men and men of color while seeking opportunities
4

and pursuing professional goals in higher education” (p. 303). Specifically, Latinas remain
underrepresented in upper administrative positions (Munoz et al., 2013). In addition, not having
enough Latinas in leadership positions causes the CSU to lack power, inclusion, and equity in
representing the growing group of Latina students. The CSU needs a leadership team that reflects
the students it serves and showcases more inclusivity. Additionally, the lack of diversity among
leaders hinders the ability to make ethically sound decisions that impact the CSU’s marginalized
students.
Purpose of the Study
This study aimed to understand the experiences of Latina academic leaders in the CSU.
According to Sanchez-Hucles and Davis (2010), “Women can achieve leadership positions but
only by carefully traversing complex paths as they confront issues associated with childcare
needs, racism, sexism, and discrimination based on identity” (p. 172). Through a qualitative
methodological approach, 11 interviewees shared their experiences. The interview questions
sought to understand their experiences while holding their current titles and their professional
trajectories to this point in their careers. This qualitative study involved Latinas serving as
presidents, provosts, vice provosts, and college deans recruited from all 23 CSU campuses.
Using critical race theory (CRT), this study explored inequities in the interviewees’ professional
trajectories. While CRT consists of five tenets, this study focused on storytelling and
intersectionality (Ladson-Billings, 1998). As such, the following research questions guided the
study:
1. How do Latinas in academic leadership positions in the CSU system describe the
meaning of their experiences through the complexity of gender and race or their
intersectionalities?
5

2. What meaning do Latinas ascribe to daily experiences in performing the duties of
their academic leadership positions in the CSU system?
3. How do Latinas in academic leadership positions describe their experiences with
professional advancement in academia in the CSU system?
Positionality
As Sanchez-Hucles and Davis (2010) shared, barriers do not disappear once a woman
attains a leadership position. Since I am a woman of color aspiring to be a higher education
leader, I sought to learn from those who came before me. Due to my positionality as a Latina
woman working in higher education, I sought to examine the struggles of Latina leaders in the
CSU system. Being a Latina and working toward becoming a leader, I have experienced
microaggressions, so I can imagine what is ahead of me when I am finally in a leadership
position. Therefore, this study sought to examine the participants’ experiences to frame
recommendations to ease the path for the next generation of Latinas.
Significance of the Study
It is not uncommon for Latinas in academia to experience barriers when advancing to
administration (Sanchez-Hucles & Davis, 2010). However, according to Sanchez-Hucles and
Davis (2010),
Women can achieve leadership positions only by carefully traversing complex paths as
they confront issues associated with childcare needs, racism, sexism, and discrimination
based on identity. Such a problem/issue causes difficulties for the future generation of
women of color. (p. 172)
This study collected data from 11 Latinas in academic leadership to better understand their
challenges and experiences in academic leadership. The larger goals of this study were to shed
6

light on the CSU system as a whole and the greater need to hire more women of color to lead
campuses in various capacities. The goals for this study included helping build future CSU
leaders and recommending strategies to increase the number of women of color in these roles as
well as their job satisfaction and retention.
Finally, this study sought to contribute to the literature on women of color in academic
leadership, as few studies have been conducted on ethnic minority status and leadership style
(Bartol, 2003). Additionally, there was limited literature regarding Latinas in higher education
leadership. Through this study, I hoped to shed light on the participants’ racialized experiences
and what contributes to their retention and job satisfaction.
Definitions
In this section, I present key terms and their definitions related to this study.
Academic leader: Leadership is a process whereby an individual influences a group of
individuals to achieve a common goal (Northouse, 2019). Academic leaders are usually guided
by the mission statements their university has created. In this study, Academic leaders are those
in the role of president, provost, vice provost, college deans and associate deans.
Comadre: the Latino/Latina value of compadre/comadre is similar to the idea of extended
family members who are as close as true blood-relation family members (Ortega, 2006, p. 7). For
Mexican women, the comadre represents an important figure in their culture, another female that
is sister-like and considered a close friend, advisor, and confidant (Rayle et al., 2006, as cited in
Santiago-Rivera, Arredondo, & Gallardo-Cooper, 2002). Comadres, or sisters, are known to
create bonds between one another that help them to survive life’s daily struggles; comadres have
significant trust in one another, share secrets, celebrate and support one another, and share
alliances for a lifetime (Rayle et al, 2006, as cited in Santiago-Rivera et al., 2002).
7

Gender gap is a term to describe when there is inconsistency in opportunities, salaries,
and positions based on gender. In this study, the gender gap will be used to identify how Latinas
have inconsistent opportunities in leadership and salaries due to gender and ethnicity. Badura et
al.’s (2018) research revealed that the gender gap is evolving but has not disappeared, as there
are continuous indications of continued gender gaps in wage and promotion.
Intersectionality: Crenshaw (2013) introduced this term to address the marginalization of
Black women in anti-discrimination law and in feminist and antiracist theory and politics (p.
303). Later, intersectionality expanded to all individuals who have been marginalized through the
years (Carver, 2020). Intersectionality is a concept that can help women of color understand the
challenges they deal with, such as “gender, race, and the intersection of multiple identities”
(Sanchez-Hucles & Davis, 2010, p. 171). “Intersectionality is an analytical tool for studying,
understanding, and responding to how gender intersects with other identities and how these
intersections contribute to the unique experiences of oppression and privilege” (Sanchez-Hucles
& Davis, 2010, p. 176). In this study, I will use the term “intersectionality” to refer to gender and
race/ethnicity.
Latinx: A gender-neutral and nonbinary term used to describe Americans of Latin
American or Spanish descent. However, in this study, the term Latina, which extends from
Latinx, will be used since the study will examine the experiences of Latinas in higher education
academic leadership (Benton, 2022).
Microaggression: Pierce (1970) developed the term microaggression to describe the
subtle forms of racism expressed by Whites toward African Americans after the Civil Rights Era.
Pierce et al. (1978) defined microaggression as “subtle, stunning, often automatic, and nonverbal
exchanges which [exemplified] ‘put-downs’ towards people of color” (p. 66). Sue et al. (2007)
8

noted that racial microaggressions are interpersonal manifestations of overt and structural racism
in society and typically involve three forms: microassaults, microinsults, and microinvalidations.
This term is elaborated on and further explained in Chapter Two.
Women of color is “a term used to reflect a sense of solidarity among women with
multiple, layered identities that intersect with each other, derived from shared experiences,
history, social relations, and structures of power (unearned privilege conferred systematically)”
(AAMC, 2022, p. 3). Also, women of color are women who identify as African American/Pan-
African/Black, Hispanic/Latinx, Asian/Southeast Asian, South Asian/East Indian, Native
American or Alaskan Native, Native Hawaiian or Other Pacific Islander, and biracial/multiracial
(Women of Color Unite, 2022).
Organization of the Dissertation
In Chapter One, I provide an overview of the problem statement, the purpose of the
study, and an introduction to the literature review. In Chapter Two, I will provide an overview of
the literature and further elaborate on CRT as the theoretical framework for my study. In Chapter
Three, I will provide more details about the methodology of this study, the site, and the
participants, including the recruitment plan and procedures. Additionally, this chapter will
include the data collection strategies, anticipated data analysis plan, trustworthiness measures,
ethical considerations, and the role of the researcher. Chapter Four presents the data analysis
results and the themes in the participants’ narratives. Lastly, Chapter Five summarizes the study
and presents recommendations.

9

Chapter Two: Review of the Literature
This chapter presents a review of research on Latina academic leaders. This chapter
discusses barriers leading to low job retention and job satisfaction for Latina academic leaders in
higher education. Microaggression and trauma will be also defined, and the literature examines
the intersectionality of being a woman and a person of color. Lastly, the chapter discusses
mentoring and leadership identity development for Latinas in or aspiring to hold leadership
positions within academic spaces.
Women in Leadership
According to Ekine (2018), women have more access to higher education than ever, yet
remain underrepresented in academic leadership. Understanding Latinas' systemic struggles and
underrepresentation in higher education requires defining microaggressions and their impact on
women in leadership roles. Microaggressions “describe the subtle forms of racism acts
performed by Whites toward African Americans after the civil rights era” (Lewis, 2017, p. 4).
Examples of microaggressions may be racial, such as when a person identifying as African
American is followed around a store or a person identifying as Asian American is asked where
they are from, assuming they are not American (Limbong, 2020). At times, neither the victim nor
the perpetrator may recognize microaggressions (Limbong, 2020). Additionally, Berk’s (2017)
research indicates that victims tend not to call out their aggressors due to being scared or
doubting whether the action or behavior is considered a microaggression. Berk also indicated
that microaggressions in academia are common, given its hierarchical structure. Berk’s research
on the academic workplace indicates that when leaders do not call out the oppressor, the work
performance and motivation of faculty and administrators who experience the microaggression
decline (Berk, 2017).
10

Other scholars, such as Lewis (2019), described microaggressions as “putdowns towards
people of color” (p. 4). Lewis described microaggression into three expanded forms:
microassaults, microinsults, and microinvalidations. The author described “microassaults [as] the
conscious and intentional form of racism that occurs in society” (Lewis, 2019, p. 4). These
experiences can also be referred to as overt racism, intentional and harmful: “microinsults [as]
often unconscious … demeaning expressions and putdowns toward others because of their race”
(Lewis, 2019, p. 4). Examples of microinsults in the workplace may use “buzzwords” that create
triggers for people of color, such as “you people” (Berk, 2017, p. X). Lastly, microinvalidations
are “similar to the often-unconscious nature of microinsults, are statements or behaviors that
ignore the experience of people of color” (Lewis, 2019, p. 4). Microinvalidations often occur
when people of color are questioned about their knowledge, expertise, capability, or
qualifications. Lewis found that women of color in leadership are less likely to celebrate their
accomplishments and often experience microinvalidations (Lewis, 2017).
Microaggressions in academia can occur in multiple spaces, including individual and/or
group meetings, official and unofficial social events, and commonly used spaces such as
hallways and break rooms (Berk, 2017). Berk (2017) explained that aggressors and victims often
work in the same office, are in close contact, or spend more time together than with their
families. Berk (2017) described an example of microaggressions in the workplace as possible
experiences with “mansplaining,” which is when a man tries to explain something to a woman in
a condescending way and usually in a public space, such as in front of all staff or colleagues in a
team meeting, to exert power over a woman (Berk, 2017). Microaggressions are also experienced
at social events and may come off as jokes, unintentionally or intentionally, or even directly
11

offensive remarks or behaviors, and are not only directed toward women but may also be
directed toward individuals with different spiritual beliefs (Berk, 2017).
Trauma
Researchers have found that microaggressions are not limited to higher educational
settings. According to Nittle (2018), these are often experienced by people of color as early as
childhood. In these instances, children are unaware of the harm being caused, as these
experiences may cause harm and be traumatic (Nittle, 2018). Nittle’s research found that most
people of color had not experienced overt racism through hate crimes but more likely
experienced microaggressions. To explain these experiences’ harm, Nittle noted the toll on the
mental health of those who experience microaggressions. Over time, insults and aggressions or
put-downs can harm mental and physical health (Nittle, 2018). According to the author, the
expression “death by a thousand paper-cuts” refers to the damage that small, unfortunate events
can do to a person (Nittle, 2018, p. 9). In this case, microaggressions are the paper cuts of
racism; when a person is exposed, and it happens repeatedly, the effect can be dangerous and
traumatic (Nittle, 2018). The effects can also potentially lead to suicidal or post-traumatic stress
disorder or depression (Nittle, 2018).
Coping Strategies
Nair (2021) shared six coping strategies to assist with the daily insults, discrimination,
and bias that women of color often experience. The six strategies discussed are resisting or
reclaiming their voice; retreating, reframing, or withdrawing; rejecting or stonewalling;
restraining and internalizing; seeking support and reconnecting with safe spaces; and redoubling
(Nair, 2021, p. 12). Mentoring can also help (Nair, 2021). Resisting and reclaiming one’s voice
refers to standing up when microaggression happens (Nair, 2021). One can also reclaim power
12

by teaching the perpetrator about the aggression (Nair, 2021). Retreating, reframing, or
withdrawing refers to protecting oneself at all times. Nair explained that an individual must learn
to ignore or remove oneself from the situation as needed. Nair referred to rejecting or
stonewalling, similar to retreating, reframing, or withdrawing by avoiding, disassociating, or
protecting one’s identity from being oppressed. Restraining and internalizing are a form of
coping by holding emotion in (Nair, 2021). Nair referred to seeking support and reconnecting
with safe spaces as asking for help from allies, such as friends, peers, mentors, and support
groups. The final coping strategy refers to redoubling efforts by working twice as hard to be
regarded as a valuable employee (Nair, 2021).
According to research on coping strategies, some coping mechanisms Nair (2021) shared
received pushback, especially working twice as hard, being the better person, and walking away.
In terms of microaggressions, coping mechanisms should bring attention to the aggressors and
policies that can protect the individual experiencing and reporting microaggressions.
Additionally, aggressors should receive training, education, and information to prevent future
harm. Dealing with trauma in the workplace and needing coping strategies require the support of
another person. The impact of mentors will be discussed next to understand how these
individuals can make a difference.
Mentoring
According to Nair (2021), mentoring can be an additional strategy to assist in coping with
microaggressions in the workplace. Employers should offer formal mentoring training
opportunities to inform and educate employees about microaggressions, reporting policies, and
reporting protections for individuals (Nair, 2021). Nair (2021) found that “advocating [for]
mentoring programs as a means to address diversity and inclusion efforts would be a significant
13

step toward creating a coping mechanism that would help marginalized groups” (Nair, 2021, p.
15). Additionally, Nair (2021) suggested that incorporating opportunities for mentoring or an
allyship program could also benefit individuals experiencing workplace microaggressions. In
particular, Nair (2021) described mentoring includes creating a supportive community where
members protect one another, lift each other up in times of crisis, are willing to stand up in
protection of one another, and advocate for informing and educating others on microaggressions.
To further Nair’s (2021) advocacy for mentoring programs, peer mentoring can assist in
the different obstacles women of color face in advancement in academia or leadership (Gonzales
et al., 2015). Because peer mentoring is a strategy for women’s advancement, intentional
mentorship can create inclusivity in academia (Gonzales et al., 2015). Additionally, peer
mentoring “can serve as an opportunity to validate how one’s multiple identities shape one’s
work; peer mentoring represents an inclusive pedagogy for facilitating a sense of belonging and
legitimacy in the academy” (Gonzales et al., 2015, p. 89). Especially since the representation of
Latinas in faculty and leadership is low. Latinas serving as peer mentors can help incoming
Latinas understand feelings of isolation (Gonzales et al., 2015). Lastly, Gonzales et al. (2015)
shared that peer mentoring aids in dealing with systemic struggles in higher education, primarily
through the lens of CRT and intersectionality. Peer mentoring can increase the number of Latina
associate professors who reach full professorship and leadership roles. The positions of
president, provost, vice provost, or college dean require a terminal degree, teaching experience,
and prior leadership. However, only those associate or full professors usually qualify for these
positions. As such, if we want to see a growing number of Latinas in leadership requires
increasing their numbers of Latinas in the professoriate, as we oftentimes see many of these
leaders come from the faculty ranks.
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Gender and Leadership in Higher Education
This section will focus on the roles of gender and leadership in academia and the
connection to women of color who seek or are currently in leadership positions. Additionally, a
review of societal gender roles, leadership styles, and gender gaps will be explored.
Identification of the connection between job satisfaction and microaggressions in the workplace
for women will also be discussed. Further literature will explore the power of mentoring,
symbolic interactions, and women empowerment support groups in highlighting these support
systems and their impact on Latina women in academic leadership.
According to Morley (2013), the concept of social cognition suggests that images of a
leader are automatically gendered since the role of a leader is usually powerful. Social cognition
connects the brain to what is believed to be powerful, indicating that when one thinks “leader,”
one thinks “male” (Morley, 2013, p. 123). While leaders in academia have been primarily White
men, this notion fails to acknowledge that women have held these roles since the early 20th
century. Throughout the history of women’s leadership, Madden (2005) referred to predecessors,
instigators, and inheritors. The predecessors are referred to as women during the Great
Depression and World War II-era who focused their advocacy on education and attaining
equality for women. The instigators emerged in the 1960s, led feminism, and fought for the
“inclusion of women in scholarly and curricular concerns” (Madden, 2005, p. 4). The inheritors
came during the 1990s; they were role models and visionaries for future generations of women
leaders (Madden, 2005).
Women in academic leadership have made progress toward equitable representation but
have not reached equal status with men (Madden, 2005). The number of women in academic
leadership positions is rising, but not as fast as expected (Fitzgerald, 2020). In a male-dominated
15

and historically exclusionary system, women are the minority (Fitzgerald, 2020). According to
Badura et al. (2018), social role theory posits that individuals have preconceived notions of what
is expected in a work role to determine if men or women will better fit specific roles (Badura et
al., 2018). As Appelbaum (2002) shared, “characteristics that define women are good listener,
empathetic, and well-developed interpersonal skills” (p. 48). These characteristics may make an
excellent leader, but they are also greeted with skepticism about what might keep women from
leadership, such as being too emotionally invested, not making timely and effective decisions,
and being unable to work independently (Appelbaum, 2002).
Badura et al.’s (2018) research revealed that the gender gap is evolving but has not
disappeared in terms of wages and promotion. According to Flabbi et al. (2019), male managers
tend to pay women less even if they are more productive than their male counterparts. Although
the gender gap has declined, there is still a gender difference in leadership development (Badura
et al., 2018). For example, Sims et al. (2021) indicated that “in higher education, it is well
documented that women hold fewer leadership positions than men” (p. 56). Therefore, women
are not being hired into leadership positions at rates that match their numbers in higher
education. Additionally, women continue to have a small portion of the selection for mentors.
Higher education “determined that leadership development and mentoring are necessary, useful,
and effective tools to prepare women for future administrative roles and responsibilities” (Sims
et al., 2021, p. 55). However, with the senior leadership in the CSU system being 14% Latinx,
questions arise about whether recruiting Latinas for leadership requires, as Sims et al. noted,
practical tools and mentorship.
There is evidence that men tend to have more biases regarding what women can achieve
(Fritz & Knippenberg, 2020). Some men believe women cannot commit to their jobs since they
16

have responsibilities at home that men might not have (Montas-Hunter, 2012). Also, some men
think women lead with their feelings, and leading an office with care is not always the best way
(Montas-Hunter, 2012). These biases come down to gender stereotypes rather than facts
(Montas-Hunter, 2012). Research also indicates that working for a male supervisor places these
women at a career disadvantage for potential promotion and advancement and has more
significant implications for low job satisfaction (Fritz & Knippenberg, 2020).
Retention and job satisfaction for women of color have always been low due to the added
pressure women of color endure in their professional careers (Berk, 2017). According to Berk
(2017),
Women must leave their current university to receive a better opportunity (anonymous).
Being a woman is hard enough in leadership positions, but when race and ethnicity are
added to the list, it creates confusion when one is dismissed and does not know if it is due
to race or gender. For women of color, low job satisfaction is also due to the
microaggression one receives by men and women in the workplace (p. 74).
Froyd (2017) stated in agreement with the American Psychological Association that a
psychologically healthy workplace module could assist organizations by creating activities that
involve opportunities for empowerment, a balance between work and family, professional
development, self-care, and validation. Research has found that adding these opportunities can
help with job satisfaction, employee anxiety, and employee retention. There are even more
significant implications for women in academic leadership positions, such as more opportunities
for possible promotion and advancement and greater representation for other women in these
spaces. Froyd (2017) recommended that organizations properly develop internal talent for
interim promotion from within and a greater need to value all employees, leaders, and their
17

individual and collective contributions to the greater good. Organizations need to provide an
environment where women of color are empowered and their contribution matters (Froyd, 2017).
To increase job satisfaction and decrease microaggressions, universities need to hire
search firms to avoid the cloning effect (Clayton-Hathway et al., 2019). Clayton-Hathway et al.
(2019) described the cloning effect as when faculty and staff from the same university serve on
hiring committees, may have biases toward hiring like-minded individuals, and may perpetuate
the status quo by not incorporating new ideas, perspectives, and experiences. However, search
firms trained to hire based on skills, not comfort, may increase diversity among faculty and staff.
In that case, the more significant implications on the campus community can lead to growth and
positive change (Clayton-Hathway et al., 2019).
When the workplace provides an opportunity for all their employers to participate in a
shared decision-making process and prioritizes transparency, employees feel much more
empowered and willing to go the extra mile in their positions (Froyd, 2017). Women in academic
leadership need encouragement, mentorship, and opportunities to expand their knowledge and
know-how. The literature suggests that mentoring to empower and support women of color in
leadership positions benefits all women in academic leadership. According to Tran (2014),
mentoring assists with career advancement for women of color. However, it is hard to find
mentors for women due to the few women currently in leadership positions (Tran, 2014). Tran
also indicated that positive mentoring helps women of color cope with microaggressions in the
workplace and build self-efficacy, which is linked to academic achievement (Tran, 2014).
Lastly, another form of empowerment for women of color is ensuring they have
opportunities to lead and serve on committees to build leadership experience and show outpost
respect for what they can bring to the table (Froyd, 2017). Froyd (2017) suggested that
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committee service can lead to building leadership skills, expanding management and delegating
skills, and becoming acquainted with key players on the college campus. However, at times
participation on committees can become overwhelming and take away from their day-to-day
roles and responsibilities. Additionally, the author recommended that women of color become
involved in committee work related to policy to include different voices and perspectives and
create more significant opportunities for a sense of belonging and empowerment (Froyd, 2017).
Job satisfaction is also closely associated with these different tenets and can increase interest in
greater campus involvement (Froyd, 2017).
Intersectionality
This section will include how Latina women and women of color have many barriers to
becoming leaders and how the underrepresentation of women of color in leadership continues to
be an issue in higher education. Additionally, I will share the complexities that ethnicity and
gender create for Latinas in academic leadership positions. Finally, this section will explore how
the understanding of intersectionality can increase the advancement of Latina women into
leadership positions in academia.
Barriers for Women of Color
Latinas and women of color face barriers to getting hired in academic leadership and
obstacles once they hold these roles in postsecondary education. According to Davis (2010),
some challenges include tokenism, old boys’ networks, and stereotypes. Tokenism is the practice
of making only a perfunctory or symbolic effort to give the appearance of sexual or racial
equality (Hahn, 2017). Also, old boys’ networks can be defined as a “typically dominant group
in most business organizations, in which men share the same social and educational background,
have high-level hierarchical positions and maintain that dominance by intentionally excluding
19

women from informal interactions” (Allemand, 2022, p. 785). Additionally, women of color
experience different stereotypes, but sexism is the most common. Sexism is usually a stereotype
against women for being in the workplace. Some men believe a woman’s place should be at
home, not in the workplace, especially as a leader. According to Browser et al. (2019), gender-
specific barriers in hiring may also include a lack of women on hiring committees. Furthermore,
women do not promote their professional accomplishments as often as men do (Browser et al.,
2019). Women may be unable to relocate due to family obligations (Browser et al., 2019).
Lastly, according to Browser et al. (2019), women of color do not have enough leadership
experience in “finance and fundraising,” which is often required to lead an organization, and
women tend to commit to their organizations and become more anxious about leaving their
organization due to loyalty (p. 119). According to Davis (2010), despite barriers, there has been
an increase in women of color holding leadership positions in recent years. However, they do not
hold these positions at the same rates as their counterparts.
Intersectionality
Crenshaw (2013) introduced the term “intersectionality” to address “the marginalization
of Black women within not only anti-discrimination law but also in feminist and antiracist theory
and politics” (p. 303). The term was designed to display how women of color have multiple
identities that come with added pressures. Later, intersectionality expanded to all individuals
who have been marginalized through the years (Carver, 2020). Intersectionality is a concept that
can help women of color understand the challenges they deal with, such as “gender, race, and the
intersection of multiple identities” (Sanchez-Hucles & Davis, 2010, p. 171). Sanchez-Hucles and
Davis (2010) also indicate “intersectionality is an analytical tool for studying, understanding, and
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responding to how gender intersects with other identities and how these intersections contribute
to the unique experiences of oppression and privilege” (p. 176).
Additionally, Crenshaw noted that intersectionality expresses the multi-layered forms of
discrimination many Black women experience (Fuller et al., 2018). This concept is also a
theoretical lens to expose gaps in feminist and antiracist frameworks. This theoretical lens helps
empower women of color by sharing their experiences and struggles before the concept has
expanded to all individuals (Fuller et al., 2018). Per Fuller et al. (2018),
Intersectionality has since gained momentum as it acknowledges the interlocking nature
of not only racism and sexism but a range of other social identities, including social class,
and the effect their interaction has on the lives of Black women and other marginalized
groups. (p. 153)
According to Davis (2010), being a woman (gender) alone is a barrier to obtaining higher
education leadership roles. Montas-Hunter (2012) suggested that the underrepresentation of
women of color in these spaces could be due to their multiple roles, mother, wife, and daughter,
coupled with professional expectations and roles. Women of color may also feel added pressure
to volunteer for committee work to gain visibility and leadership experience. Additionally,
Montas-Hunter (2012) shared that inequality continues for women of color due to higher
education’s hierarchical leadership style. For example, White men have consistently held more
leadership positions in administration and faculty ranks than any other group. According to
Montas-Hunter, a leader has to be self-aware, comfortable in their skin, and have self-efficacy in
their leadership skills. However, for women of color to have all those leadership skills, they must
set aside daily microaggressions. It is suggested that women of color need to put themselves first;
however, that is not possible when they are taught and expected to put everyone else’s needs
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before their own without resources and support from the institution, it is difficult for women to
gain leadership skills (Montas-Hunter, 2012).
Furthermore, women of color encounter challenges when they apply for a leadership
position or once they move into one. Primarily, the shortage of women leaders may feel more
isolating due to less access to mentors who share similarities in intersectionalities, and the
network of support is small (Sanchez-Hucles & Davis, 2010). When women of color experience
discrimination, they must wonder which identity was discriminated against, making it hard to
select what identity it was and how to take it to human resources or whether to report the
behavior at all. Sometimes, because of the complex identity women of color hold, they may tend
to dismiss experiences of discrimination, leading to no change (Sanchez-Hucles & Davis, 2010).
Most higher education institutions include diversity and inclusion in their mission
statements (Fuller et al., 2018). A mission statement conveys the values and ethics important to
the college or university. According to Carver (2020), the mission statement is an active
statement that clarifies whether the college or university helps develop marginalized
communities (Carver, 2020). Carver noted that if a mission statement includes an emphasis on
social justice, intersectionality must be in the core values or in the academic plan.
Intersectionality must be part of the framework to help eliminate barriers to upward mobility for
marginalized groups (Carver, 2020).
As Fuller et al. (2018) shared, higher education is called to work through unpacking and
reframing the intersections of gender, race, and class to help develop future leaders. Having
intersectionality as part of the core values will provide an environment where individuals can
appreciate others’ backgrounds and self-worth. When individuals learn of each other’s
experiences, they gain respect and learn what can change to ensure future generations do not
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have the same experiences. These shared experiences can create unity across gender and race
(Jones, 2016). When experiences of women of color are centered in the organization, social
justice and social change are promoted, and women of color may contribute to the advancement
of colleges and universities (Jones, 2016, p. 30).
Ethnicity and Leadership
This section will showcase how ethnicity affects leadership. It will also share how
cultural identity acknowledgment in higher education contributes to an increase in Latina women
in academic leadership. This section indicates a need for more intentional identity development
for women of color, as research indicates that positive identity development is correlated with an
increase in job satisfaction and workplace retention.
According to Bartol et al. (2003), there is little research on ethnic identity as it relates to
leadership and leadership style and satisfaction. Additionally, Emmerik’s (2008) research notes
the relationship between cultural background and behaviors, actions, and beliefs among higher
education leaders. Since leadership behaviors affect how individuals influence, motivate, and
enable organizations’ effectiveness and success, there is a need to examine how a leader’s
cultural background relates to leadership identity (Emmerik, 2008). Similarly, using a gender-
culture perspective, gender and culture are related to how one leads, and these two concepts are
strengthened by each other. For example, “female managers often are seen as caring individuals
who do care for others’ sensitivity and are also known as nurturing individuals; however, that
may change according to one’s cultural background” (Emmerik, 2008, p. 301).
An organization’s demographic makeup can be telling, especially in how supportive a
working environment is and whether value diversity, equity, and inclusion are valued in it.
Celebrating ethnicity in the workplace starts with the leadership team. If a university’s leadership
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team/president’s cabinet is diverse, the university usually celebrates diversity (Avery et al.,
2017). If this hypothesis is correct, “Organizations should strive for representativeness in their
management positions if they hope to maximize perceptions of behavioral integrity, thereby
minimizing experiences of mistreatment for ethnically dissimilar individuals in the workplace”
(Avery et al., 2017, p. 1560). When the work environment does not celebrate diversity, equity
and inclusion, the organization may lose its credibility, deterring candidates from diverse
backgrounds from entering it.
According to Acosta and Guthrie (2020), race is often missing from research on
leadership identity development, which overlooks leaders’ different intersectionalities.
Leadership identity development is “the process an individual goes through in developing an
understanding of and recognizing self as a leader” (Onorato, 2015, p. 15). Identity development
programs can help women of color gain access to leadership roles (Acosta & Guthrie, 2020).
However, there is a lack of understanding of how race and ethnicity can affect a leader’s
experience in a university context. Leadership identity development may provide positive
outcomes for women of color and students of color (Acosta & Guthrie, 2020).
Lozano (2017) found that the phrase “diversity and inclusion” in higher education often
means Black or African American, which causes all others to feel excluded p. X). In student
affairs, there is usually diversity in leadership; however, they are usually Black or White
individuals. Lozano (2017) referred to the Black/White binary paradigm as “the conception that
race in America consists, either exclusively or primarily, of only two constituent racial groups,
the Black and the White’s” (p. 28). Given these results, for higher education to succeed in
leadership identity development for the Latinx community, the issue of the Black/White binary
paradigm must be examined (Lozano, 2017).
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The Campaign for College Opportunity (2019) researched all public colleges and
universities in California and tracked leadership by race/ethnicity and gender across all three
systems. Its report indicated that 16% of leaders in the CSU system identified as Latinx, 60%
identified as White, and 12% identified as African American (The Campaign for College
Opportunity, 2019). When the campaign disaggregated these results to match the CSU student
population, there was a major disconnect between the representation of leaders of color and the
students. These results indicate a need for more leaders of color as models for underrepresented
and minoritized students. The report also indicated that in the system of executives from all
public colleges and universities in California, 43% are female, and 57% are male. The report’s
executive summary notes that women of color are not often leading California’s universities and
colleges. Lastly, according to the report, 25% of students in the CSU system identify as White,
and senior leadership is 57% White. Forty-three percent of students identify as Latinx, and only
14% of senior leadership do. Students are not coming to campuses where they can see
themselves becoming leaders.
Leadership identity development workshops benefit women of color because they let
participants know they are not alone. It is important for leaders to discuss what kind of leaders
they are and what kind of leaders they want to become. As no leadership style fits all,
understanding one’s identity as a leader and attending workshops can improve one’s skills in this
area. With the growth of Latinx students in higher education, Lozano (2017) shared that Latinx
students need Latinx role models (Lozano, 2017). These students cannot buy into diversity and
inclusion when they do not see Latinx in leadership positions or in the classrooms as faculty
(Lozano, 2017). Higher education requires strategic plans to provide better services and
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opportunities to the Latinx community and provide leadership identity development workshops
(Rodriguez et al., 2016).
Similar to the Latinx leadership research, Townsend (2020) referred to the Black or
African American faculty and staff experience and shared the concept of the Black tax, which
refers to the idea that African American faculty and staff have added roles and responsibilities in
their day-to-day work, where they are often asked to serve in other roles to help educate and
diversify campus committees and task forces. According to Townsend (2020), research
participants often indicate that African Americans are asked to serve on committees to add
diversity. They advise Black students unofficially and officially attend events to add diversity
and support their fellow Black students (Townsend, 2020). A well-planned identity development
program may help with low job satisfaction and microaggressions that Black women deal with.
The literature notes a need for more research on underrepresented groups and leadership
identity development, as the changing demographics in higher education require diverse
leadership (Lozano, 2017). The racial makeup of school leaders is still lacking compared to the
racial makeup of the staff (Cassada & Shields, 2016). To retain future women of color, “School
organizations must be strategic and purposeful in developing and placement of school leaders to
attract and retain current and future leaders” (Cassada & Shields, 2016, p. 532). This study
sought to add to those strategic efforts.
The Great Resignation
Higher education leaders noted the impact of the COVID-19 pandemic on employee
retention, satisfaction, and mental health. Ellis (2021) noted the impact of the pandemic on
higher education employees: “the graciousness, the compassion, the ‘we do it for the students,
we do it for the work’— is gone” (p. 2). Ellis (2021) referred to the mentality that staff and
26

faculty put “student’s needs first” (p. 3). However, since the pandemic, they, too, are part of the
great resignation (Schroeder, 2021). The great resignation refers to individuals’ reconsidering
their career choices due to the pandemic and rethinking whether their work makes them happy or
fosters their well-being (Schroeder, 2021). Happiness is being questioned more than ever, and
individuals are now questioning what matters more: family, money, or both. According to
Schroeder (2021), employees are quitting their jobs for something new, leaving jobs where these
same individuals have given most of their professional lives and moving on to something
different, more meaningful, and more flexible that meets their individual needs. Schroeder
(2021) also indicated “The Great Resignation is speeding up, creating a centrifugal moment in
American economic history” (para. 2). Employees are not leaving one university for another;
they leave the field altogether since higher education does not offer competitive salaries or
flexible work hours.
Schroeder (2021) noted that most Americans across all disciplines were unwilling to go
back to life and work before the pandemic. People no longer want to work in buildings and
cubicles 40-plus hours a week or drive during rush hour (Schroeder, 2021). Additionally, the
pandemic and mental health concerns caused ripples worldwide, and individuals now seek life-
changing experiences (Schroeder, 2021). With the pandemic taking many lives, employees are
looking for something they feel makes a difference in the world and provides an adequate salary.
In higher education, Ellis (2021) asserted that employees have historically given their
time and energy to their college and university jobs for consistently low pay. Before the
pandemic, staff remained in these positions through heavy workloads and slow career
advancement (Ellis, 2021). However, since the pandemic, employees no longer want to work
long hours in the same with few opportunities for pay raises (Ellis, 2021). The great resignation
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affected higher education, and it is unclear how long it will impact colleges and universities. The
question remains what higher education will do to keep their employees.
Burnout
According to Zackal (2020), individuals who work in higher education are usually
empathic. However, empathizing too much can lead to a personal investment in others and can
lead to burnout or another type of chronic stress called compassion fatigue, which results in
mental or physical exhaustion caused by exposure to other people’s trauma (Zackal, 2020, p. 1).
Before the pandemic, Zackal argued that higher education staff would push through compassion
fatigue because students have always been a top priority; however, these same professionals did
not have the same threshold for other traumas during the pandemic. Higher education
professionals have begun to realize the importance of self-care before caring for others.
The challenge that higher education comes across is that they have the desire to make a
difference in the lives of their students; however, when individuals invest too much, staff have a
tough time creating boundaries between work and personal life, which leads to compassion
fatigue (Zackal, 2020). Maslach (as cited in Zackal, 2020) defined burnout as “a response to the
chronic emotional strain of dealing extensively with other human beings, particularly when they
are troubled or having problems” (p. 2). Given the conditions arising from the pandemic over the
past few years, Zackal (2020) argued that burnout is inevitable, as it “is the chronic stress of
overwork; however, one can reverse it by practicing self-care” (p. 2). Zackal suggested that
higher education professionals practice better self-care daily and balance their work and personal
lives.
Rather than taking a vacation, Zackal suggested employees discuss more tangible
strategies for balancing their time, such as conversations with managers and leaders on managing
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work responsibilities and time management, reallocation, and/or sharing work projects (Zackal,
2020). Also, it is important to note that compassion fatigue is disguised as burnout (Zackal,
2020). For example, learning about a student’s or colleague’s traumatic situation or experience is
difficult. Thus, Zackal suggested that higher education professionals experience an
interconnected web of emotional investment at work, which can translate into home life and lead
to mental fatigue. Zackal argued that once an individual has reached the advanced stage of
compassion fatigue, they get to the point of exhaustion, where they may become emotionless and
treat their job as something they must do and do not want to do (Zackal, 2020).
For Latinas, balancing home life with work during the pandemic may have caused them
to reconsider their mental health and commitment to their work. Munoz et al. (2013) examined
how Chicanas/Latinas who are first-generation college students balanced the added stress of the
pandemic, their familial and cultural values, and conflicting messages from higher education
institutions (Munoz et al., 2013). This study sought to understand how to best support Latina
students’ educational attainment in light of the great resignation to increase their numbers in
higher education leadership (Munoz et al., 2013).
Theoretical Framework
This chapter introduces the theoretical framework used in this study. This section will
explain why CRT was used in this study and how it helps define the underrepresentation of
Latinas in academic leadership in the CSU system. Further, I will discuss counter-narratives and
their use in sharing the participants’ experiences to help future Latina leaders navigate systemic
struggles in higher education.

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Critical Race Theory
According to Abes (2019), “By definition, theories ought to expand our thinking and
deepen our understanding of particular phenomena” (p. 7). Theories help to understand problems
and provide guidance in creating solutions. This study relied on CRT to understand systemic
struggles and the lack of representation of Latinas in higher education leadership. This theory
can help illustrate how knowledge is opened up and proliferated rather than foreclosed and
simplified (Abes, 2019). In this case, CRT will help highlight the participants’ narratives through
storytelling.
According to Ladson-Billings (1998), CRT is the belief that racism is deeply rooted in
American society. Furthermore, CRT can help unmask everyday racism, and CRT is here to
expose racism in its different forms (Ladson-Billings, 1998). According to Gillborn (2015), race
is socially constructed, and society has invented differences between races, meaning the true
difference between races is not factual or biological. According to Ladson-Billings (1998), “Race
has become metaphorical - a way of referring to and disguising forces, events, classes, and
expressions of social decay and economic division far more threatening to the body politic than
biological ‘race’ ever was” (p. 8). A person’s race has become a symbol to define those in power
and those who are not through social class based on skin color. The theory is a tool for
deconstructing, reconstructing, and constructing equitable and social relations of power (Ladson-
Billings, 1998).
Whiteness
Additionally, CRT adopts a view of Whiteness as “a socially constructed and malleable
identity” (Gillborn, 2015, p. 278). Additionally, Whiteness refers to “assumptions, beliefs, and
practices that place the interests and perspectives of White people at the center of what is
30

considered normal” (p. 278). In CRT, Whiteness equals privilege, and privilege in any social
environment means power, which leads to the freedom to do as one wishes. According to
Gilborn (2015), CRT is not an “assault on White people themselves,” but it is an “assault on the
socially constructed and constantly reinforced power of White identifications, norms, and
interests” (Gillborn, 2015, p. 278). Once again, calling society out for what they have created in
America, race. Furthermore, according to Ladson-Billings (1998), White people have benefited
the most from civil rights legislation, especially since White women have been among the largest
recipients of affirmative action hiring policies (p. 12). As a result of White women benefiting
from civil rights legislation, White families benefit from these policies (Ladson-Billings, 1998).
Whiteness is embedded in CRT to display that more than Black people have benefited from civil
rights.
Tenets
According to Dixson and Lynn (2013), critical race theorists theorize and write about
race and racial issues following several tenets that Delgado and Stefancic (2001) described as the
traits of CRT (Dixson & Lynn, 2013). The first tenet is the “belief that racism is normal or
ordinary, not aberrant, in [U.S.] society” (Dixson & Lynn, 2013, p. 37). Within this tenet, it is
believed that coming to terms with the prevalence of racism distinguishes CRT scholars from
others who research race in education (Dixson & Lynn, 2013). The next theory refers to the
interest convergence of material determinism (Dixson & Lynn, 2013). This concept refers to the
color of a person’s skin still being considered dominant, which leads to a belief that there is no
need for racial justice. According to (1980), White people will seek racial justice only to the
extent that they benefit from it. In other words, interest convergence refers to alignment (Dixson
& Lynn, 2013, p. 38). The third tenet is race as a social construction (Dixson & Lynn, 2013).
31

While there is no genetic difference related to race, CRT examines the power struggle between
White people and people of color (Dixson & Lynn, 2013).
The last two tenets, which are intercrossed in this dissertation, are intersectionality and
anti-essentialism and voice or counter-narrative. Regarding intersectionality and anti-
essentialism, “Intersectionality refers to the examination of race, sex, class, national origin, and
sexual orientation and how their combinations play out in various settings” (Dixson & Lynn,
2013, p. 39). Additionally. Dixson and Lynn (2013) found “Essentialism is a belief that all
people perceived to be in a single group think, act, and believe the same things in the same ways,
which such thinking leads to considerable misunderstanding and stereotyping” (p. 40). Lastly
voice or counter-narrative pertains to the concept that “storytelling is a way to illustrate and
underscore broad legal principles regarding race and racial/social justice” (Dixson & Lynn, 2013,
p. 42). Overall, each tenet brings a different perspective to CRT, which can help scholars explain
different types of discrimination. Below, I will discuss storytelling and intersectionality tenets in
detail.
Storytelling
Per Ladson-Billings (1998), Williams and Bell were the first critical race theorists,
sharing compelling stories regarding legal issues and racism. Stories provide rich data and assist
in interpreting feelings (Ladson-Billings, 1998). Delgado (1989, as cited in Ladson-Billings,
1998) stated that there are three ways to name one’s reality: (a) much of reality is socially
constructed, (b) stories provide members of outgroups a vehicle for psychic self-preservation,
and (c) the exchange of stories from teller to listener can help overcome ethnocentrism and the
dysconscious drive or need to view the world in one way (p. 13). Storytelling showcases honesty
in the stories shared in research. Moreover, many families pass down traditions and share their
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histories via storytelling. As Ladson-Billings (1998) shared, stories and narratives are considered
necessary in CRT because they add the life experience of those who experience racism in
America (Ladson-Billings, 1998).
Additionally, sharing stories about oppression can assist in calling out the oppressor
(Ladson-Billings, 1998). According to Dixson and Rousseau (2005), a central function of
storytelling is that it provides a medium for sharing previously unheard stories of people of color
(Dixson & Rousseau, 2005). One of the functions of voice is “counterstory,” which means to
counteract or challenge the dominant story (Dixson & Rousseau, 2005, p. 11). Counterstories
allow those without privilege a voice to speak their truth (Dixson & Rousseau, 2005) and present
the experiences of those who have been oppressed.
Critical Race Theory and the Study
Lastly, the voices of people of color bring a different view to schools and communities.
Without their voices, the story of racism in education would not be told (Dixson & Rousseau,
2005). Critical race theory brings the authentic voices of people of color and mandates social
activism (Dixson & Rousseau, 2005). Therefore, “adopting and adapting CRT as a framework
for educational equity means we will have to expose racism in education and propose radical
solutions for addressing it” (Ladson-Billings, 1998, p. 22).
The aim of interviewing Latinas in higher education academic leadership positions was to
help “transform the relationship between race, racism, and power” (Castelli, 2022, p. 1). Castelli
shared, “CRT helps deconstruct the power dynamics that surround race and racism through
everyday societal structures and institutions” (p. 2). Lastly, since the interviews will be semi-
structured, counter-storytelling will be used to “magnify the stories, experiences, narratives, and
truths of underprivileged communities” such as Latinas in academic leadership positions in
33

higher education (Castelli, 2022, para. 3). Intersectionality will also be used to cross-reference
how gender and race become different identities that cross one another. Utilizing CRT, this study
examined the participants’ experiences, stories, and challenges in academia.

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Chapter Three: Methodology Introduction
The purpose of this study was to examine the systemic struggles and representation of
Latinas applying for academic leadership positions and once hired for these positions in the
CSU. The focus was on the CSU system, where recent statistics indicate that leadership does not
often mirror the diverse students it serves. This study investigated the experiences of these Latina
leaders to better understand their experiences around microaggressions, job retention, and job
satisfaction as they play significant roles when applying for leadership roles and once in these
positions.
This study used qualitative research methods to study the phenomenological experiences
of Latina academic leaders. Additionally, there are two approaches to phenomenology:
hermeneutical phenomenology and transcendental phenomenology (Creswell, 2007).
Hermeneutical phenomenology is “research oriented toward lived experience and interpreting the
texts of life” (Creswell, 2007, p. 59). The second approach is transcendental phenomenology,
which is “bracketing out one’s experiences, and collecting data from several people who have
experienced the phenomenon” (Creswell, 2007, p. 59). This study used hermeneutic
phenomenology, as my opinions were essential because I am a member of the population studied
and sought to interpret the descriptions and co-construct meaning for professional development
purposes. Phenomenology was the best qualitative method to address the research, as semi-
structured interviews provided an opportunity to develop an in-depth understanding of how the
participants perceive their experiences of the multiple challenges they face as leaders (Merriam-
Tisdell, 2016).
As Merriam and Tisdell (2016) shared, qualitative researchers are interested in how
people interpret their experiences, how they construct their worlds, and what meaning they
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attribute to their experiences. The overall purpose of qualitative phenomenological research is to
achieve an understanding of how people make sense of their lives, delineate the process of
meaning-making, and describe how people interpret what they experience (Marriam-Tisdell,
2016, p. 15). The research questions were designed to capture this group’s experiences regarding
their leadership experiences. Through the tenet of CRT, storytelling was used as the avenue for
better understanding the interviewees’ experiences and challenges (Dixson & Lynn, 2013).
Critical race theory frames the research to address the systemic challenges Latinas face due to
having multiple identities, also known as intersectionality. Storytelling as a platform for Latinas
to share their experiences may help increase their representation among CSU leaders. The
following questions guided the study:
1. How do Latinas in academic leadership positions in the CSU system describe the
meaning of their experiences through the complexity of gender and race or their
intersectionalities?
2. What meaning do Latinas ascribe to daily experiences in performing the duties of
their academic leadership positions in the CSU system?
3. How do Latinas in academic leadership positions describe their experiences with
professional advancement in academia in the CSU system?
Site Selection
The site selection for this study includes the CSU. California has three systems, the
University of California (UC), the CSU, and the community colleges. The CSU consists of 23
campuses across the state and educates almost half a million students every year (CSU, 2022).
Also, the CSU has one of the most diverse student bodies in the United States (CSU, 2022). I
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identified the CSU as the site for data collection due to its mission and how it showcases a
multicultural society:
To advance and extend knowledge, learning, and culture, especially throughout
California. To provide opportunities for individuals to develop intellectually, personally,
and professionally. To prepare significant numbers of educated, responsible people to
contribute to California’s schools, economy, culture, and future. To encourage and
provide access to an excellent education to all who are prepared for and wish to
participate in the collegiate study. To offer undergraduate and graduate instruction
leading to bachelor’s and higher degrees in the liberal arts and sciences, the applied
fields, and the professions, including the doctoral degree when authorized. To prepare
students for international, multi-cultural society. To provide public services that enrich
the university and its communities. (CSU, 2022, paras. 2–8)
Additional data were collected by the Campaign for College Opportunity on
race/ethnicity and gender in the CSU system, yielding the following findings: the board of
trustees is 70% White, 20% Latinx, and 10% African American. Additionally, senior campus
leadership was identified as 57% White, 14% Latinx, 14% African American, 14% Asian
American and Native Hawaiian/Pacific Islander (AANHPI). However, the student population is
43% Latinx, 18% AANHPI, 25% White, 4% African American, and 10% other. The Campaign’s
report indicates clear misrepresentations of White faculty at the academic leadership level
(Campaign for College Opportunity, 2019). Regarding gender, the board of trustees is 65% male
and 35% female, senior leadership is 56% male and 44% female, and the student population is
44% male and 56% female. These numbers illustrate a need for more women of color in
academic leadership to diversify the CSU system.
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Participants
The study consisted of semi-structured interviews. The study criteria were that
participants had to identify as Latina women and work as academic leaders in the CSU system in
roles like president, provost, vice provost, college dean, or associate dean. Historically, academic
leaders in higher education have entered these roles through the academic faculty pipeline (Bray,
2008). As such, it was anticipated that most participants would hold a terminal degree such as
PhD, EdD, or similar doctorate. However, a doctorate was not required for participation.
According to Merriam and Tisdell (2016), mining data from documents is part of research and a
source of data. I reviewed the CSU5 websites to gather public data regarding the presidents,
provosts, vice presidents, and college deans (Merriam & Tisdell, 2016). The CSU5 (2022) refers
to five campuses serving Greater Los Angeles that came together to create a long-term strategic
innovative plan to increase economic and community development (CSU5, 2022). The five
schools are CSU Dominguez Hills, CSU Long Beach, CSU Los Angeles, CSU Northridge, and
CSU Pomona. I created a list in a notebook and added the CSU5 campuses, and under each
campus, I entered a line for the CSU campus president, provost, vice provost, and college dean.
Once I created the list, I started web scraping each website and searching under each division for
the leadership positions of interest.
During my document analysis and review of organizational charts, some divisions had
bios and images of the leadership team. Once I reviewed each division webpage, I made
assumptions based on the web pages with a picture under the leadership position of interest,
along with names. The goal was to search for academic leaders who appeared physically or by
last name to be of Latinx descent. I acknowledge this assumption may lead to misrepresentation
or not identifying individuals that may meet my study’s criteria as they may pass as White or
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another ethnicity and may also not include biracial or bicultural individuals. To address my
biases, in addition to contacting the potential participants, I sent my recruitment email to all
deans and asked that they pass it to academic leaders in their departments who fit the study
criteria. I only found four individuals who met this study’s criteria. For these reasons, I could not
limit the study to the CSU5 and opened it up to the 23 campuses to reach the target number of
participants.
Recruitment
I recruited participants based on purposeful sampling, selecting individuals based on
specific criteria (Lester & Lochmiller, 2017). Purposeful sampling was appropriate for this study
since I sought specific academic leadership members in the CSU system. As such, I planned to
recruit seven to 10 interviewees. However, I recruited 11. Using snowball sampling, I recruited
more participants than anticipated. One participant mentioned that she received the study’s flyer
four times, once from her provost.
Additionally, the recruitment tool was a flyer (Appendix A). The flyer had the inclusion
criteria and my contact information. The USC institutional review board (IRB) reviewed and
approved the flyer. Additionally, I used Qualtrics to create a screening questionnaire that listed
the participation criteria. The questionnaire asked whether the prospective interviewee identified
as a Latina woman. It also asked about their current leadership position. If they selected woman
as their gender, Latina/Hispanic as their racial/ethnic identification, and president, provost, vice
provost, college dean, or associate dean as their title, they were invited to participate in this
research. Appendix B presents a copy pf the screening questionnaire.
For those participants who read the flyer or received it from another member, that met the
criteria, an email invite was sent requesting to set up an interview online. Prior to the interview, I
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sent each participant a copy of the information sheet, which described their participation in
further detail and options to withdraw, including the risks involved. See Appendix C for a copy
of the information sheet.
Instrument and Data Collection
Similar to Cogburn and Garces’s (2015) data collection in “Beyond declines in student
body diversity: How campus-level administrators understand a prohibition on race-conscious
postsecondary admissions policies,” I interviewed participants with a semi-structured interview
protocol and audio-recorded the interviews via Zoom. As the authors described, “the process will
involve line-by-line coding of the interview transcripts to name and identify discrete concepts
that emerged from the data” (Cogburn & Garces, 2015, p. 840). The semi-structured interview
protocol had 17 questions in three sections. The first section consisted of three questions
regarding the participants’ background in higher education and in their leadership roles. The
second section consisted of two questions regarding the current practices available at their
campus regarding leadership development. The last section, which consisted of five questions,
was about the participant’s experiences in academic leadership positions.
A semi-structured interview was best suited to answer my research questions because
interviews allowed each participant to share their story. It allowed the Latina women leaders to
share the same story that White people have not allowed and why White men continue to be the
leading leaders in higher education (Dixson & Rousseau, 2005). Since this study aimed to
showcase the systemic struggles and representation of Latina women in higher education
academic leadership, the study gave the participants a platform to share their experiences. A
platform this size may help future Latina women and women of color leaders become more
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confident in applying for leadership positions if they know they are not the only ones or have
been the first to experience such challenges.
Semi-structured interviews were conducted with each participant online via Zoom.
Interviews were planned to last approximately 1 hour and audio-recorded through Zoom.
However, the interviews lasted between 1 and 2 hours. Once Zoom completed the transcription, I
listened to the interviews and edited phrases Zoom did not transcribe correctly. Additionally, I
offered the interviewees the opportunity to turn their cameras off to protect their confidentiality.
However, 10 participants agreed to leave the camera on. At the end of each interview, I asked
each participant if I could contact them once I started the data analysis based on need. Each
participant provided her contact information.
The interview protocol consisted of 17 questions aligned with the CRT theoretical
framework. The interview started with questions regarding current leadership roles. The first
section asked questions about personal and academic background in higher education. Then, they
were asked about current practices for increasing Latina women in leadership by asking, “Please
describe if your university offers any professional development regarding biases in the hiring
committee for leadership positions.” Finally, a section asked about their direct experiences with
bias, such as “Can you describe what obstacles you have experienced while applying for
leadership positions?” Appendix D presents a copy of the interview questions.
I reviewed each transcript and manually developed themes related to concepts described
by CRT. I then coded the transcripts to identify the participants’ experiences when applying to or
serving in their positions. The themes showcased counter-narratives, and storytelling helped
illustrate the interviewees’ narratives. I created verbatim transcripts from the Zoom audio
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recording as the basis for thematic analysis, then coded categories/themes in the CRT framework
to help deepen my understanding of the phenomenon (Abes, 2019).
Data Analysis
After collecting data, I created categories to combine similar phrases (Lester &
Lochmiller, 2017). Themes and various categories came together through thematic analysis. I
analyzed the data to identify themes. I aligned the data with the research questions by placing
them into themes (Lester & Lochmiller, 2017). Coding yielded answers to the research questions.
Finally, member checking was not needed in this study. Member checking is sharing the major
findings with the participants and asking for feedback or validation regarding these (Lester &
Lochmiller, 2017).
This section describes how the data were collected and analyzed, as well as the
challenges in recruiting and conducting the interviews. I introduce the participants by their
pseudonyms. Detailed information regarding themes and major commonalities among the
participants will be shared in the findings. Critical race theory is embedded in the findings since
the theory is about deconstructing, reconstructing, and constructing equitable and social relations
of power (Ladson-Billings, 1998). The theory was used to organize the data findings by
connecting to the two major tenets, storytelling and intersectionality, discussed in this study. The
data helped to understand the underrepresentation of women of color in leadership.
Trustworthiness Measures
As for validity, also known as trustworthiness, I let all participants know that if needed, I
may contact them for member checking, “which is when the practitioner shares their findings
with participants to elicit their feedback and perspective” (Lester & Lochmiller, 2017, p.180).
Trustworthiness, “which is the degree to which your data collection, analysis and presentation of
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findings are presented in a thorough and verifiable manner” (Lester & Lochmiller, 2017, p.180).
I wanted to make sure if a response was not clear, that I gave the participants the opportunity to
clarify my interpretation of their responses. In this case, only one member check was conducted.
I emailed the single participant a copy of their transcription and asked her to verify if I was
translating it correctly. In this process, I was verified my interpretation was correct and in
alignment with her original response.
Ethical Considerations
To protect the participants, it was necessary to consider and minimize all potential risks
from participation. As such, the research proposal was submitted to the IRB to ensure the study
complied with federal, institutional, and ethical research regulations (Lester & Lochmiller,
2017). The following principles were considered at all times throughout the study, as mentioned
in Glesne (2011): Research subjects must have sufficient information to make informed
decisions about participating in a study (p. 163). I informed participants that they could
withdraw, without penalty, from this study at any point (Glesne 2011). Additionally, all
unnecessary risks to the participants were eliminated with the guidance of the IRB and the
dissertation committee chair by reviewing the process before the interviews began, reviewing the
questions used to collect data, and verifying that the participants were protected at all times
(Glesne, 2011). However, some interview questions did cause emotional stress or trigger old
emotions when referring to professional experiences, and I provided a mental health hotline to all
participants at the end of the interview (Glesne, 2011). Lastly, all participants’ identities were
kept confidential. In my relationship with the participants, I treated them as human beings and
not just subjects for a dissertation (Merriam & Tisdell, 2016).
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The University of Southern California IRB may access the data. The IRB reviews and
monitors research to protect the rights and welfare of research subjects. The Zoom recordings
will be kept on a personal desktop. A password was required to log in to the desktop. There was
no potential for a breach of confidentiality. The interview data will be kept for no more than 3
years.
The audio/video recordings via Zoom were available if the participants wished to hear
their own. I cleaned the transcription since Zoom has an option to transcribe all recorded
meetings. The video was offered to be off, and I was the only one with access to the audio/video
recording and the transcriptions. The recording will be erased 3 years after the degree has been
awarded. All participants are identified by their pseudonym, which was self-selected. However,
the CSU they represent will be listed as simply CSU.
Role of the Researcher
As a first-generation college graduate and first-generation professional in higher
education and Latina, I recognize that my personal and professional experiences helped shape
my positionality and served as my impetus to pursue this dissertation topic. Villaverde (2008)
described positionality as “how one is situated through the intersection of power and the politics
of gender, race, class, sexuality, ethnicity, culture, language, and other social factors” (Douglas
& Nganga, 2013, p. 60). As a Latina in leadership, I work directly with other women of color
leaders in academia who share common experiences as it relates to their own intersecting
identities and microaggressions in the workplace, which have impacts on their retention,
belongingness, and satisfaction in their roles. Additionally, as a graduate student coordinator, I
am well positioned professionally to observe the systemic struggles of graduate program
coordinators who are faculty members and navigate higher education power dynamics. In my 17
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years as a higher education staff member, I observed how women in academic leadership
become burned out faster than the men faculty members. I have also witnessed that women of
color are expected to participate while the men hide behind the excuse of being overworked. Due
to my current position in higher education, my educational privilege, and my access to leadership
roles, I sought to examine the underrepresentation of Latinas across the CSU to provide
recommendations to support Latina academic leaders across the system.
Summary of Participants
Eight participants earned all three degrees: bachelor’s, master’s, and doctorate. The other
three skipped the master’s and went from a bachelor’s degree to a doctoral program. For
example, “Tania shared, “I got my bachelor’s at a UC. I got my PhD at a different UC. I did not
do a master’s in between.” Five participants earned doctorates from a UC school; one attended
internationally while completing post-doctoral training at a UC campus. The other participants
attended a private, highly selective university or did not mention where they received their
doctorates.
Summary
Chapter Three shared the purpose of the study and how it connected to the role of the
researcher. Additionally, it provided the overall qualitative methodology approach.
Phenomenology was the best way to express the research purpose since phenomenology is a way
to describe one or more individuals’ experiences of a phenomenon (Lester & Lochmiller, 2017,
p. 103). The data for this study came from semi-structured interviews. The chapter also covered
data collection strategies, ethical considerations, and trustworthiness measures. Lastly, Chapter
Four will present the results of interviews with Latinas in CSU academic leadership.
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Chapter Four: Results
Chapter Four presents the research findings and connects them through hermeneutical
phenomenology, which “describe[s] research as oriented toward lived experience” (Creswell,
2007, p. 61). Additionally, the data were analyzed through CRT lenses. In this case, I will
provide meaning from the participants’ experiences (Creswell, 2007). I will also discuss the data
connection and analysis. Lastly, I will provide participants’ stories before presenting the
findings.
Throughout the interviews, I presented the research questions to each participant, so they
were aware of the purpose of the study and what guided the interview questions. I shared the
following research questions with each participant:
1. How do Latinas in academic leadership positions in the CSU system describe the
meaning of their experiences through the complexity of gender and race or their
intersectionalities?
2. What meaning do Latinas ascribe to daily experiences in performing the duties of
their academic leadership positions in the CSU system?
3. How do Latinas in academic leadership positions describe their experiences with
professional advancement in academia in the CSU system?
This study aimed to learn about Latinas’ experience as leaders in the CSU. The data
analysis provides a better understanding of their daily challenges. The following sections present
the participants’ narratives. These sections begin with participants’ pathways into academia and
leadership. Then, they describe how these women juggle multiple roles in academic life and
home life. Next, I will discuss challenges in their leadership roles, such as representation,
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microaggression, intersectionalities, and barriers. Lastly, I will present the support they have
received throughout their higher education experience, such as via mentorship and resources.
Setting
The interviews took place online via Zoom. Each participant selected where they wanted
to complete the interview. Some preferred their homes and others their offices. Additionally,
because I was flexible in meeting participants’ availability, I was at home for some interviews
and in my office for others. Participants could interview with their video cameras off, but only
one participant turned did so, and everyone else kept their videos on. I also kept my video
camera on during the interviews.
Participants
Participants were all women who identified as Latinas and worked in CSU academic
affairs as presidents, provosts, vice provosts, college deans, and associate deans. I interviewed
leaders from eight CSU campuses across the state. Three were in Southern California, one was in
Central California, and the rest were from Northern California. All other demographics are not
shared to protect the participants’ identities.
Each narrative was set to share the participants’ stories. However, some shared more life
stories, while others were very reserved. For some, I provide more details than others due to the
differences in their sharing during the interviews. The following sections present a description of
their backgrounds and experiences. Additionally, each participant is introduced as “Doctora,” as
many shared that they are often dismissed and referred to by their first name instead of their
titles.

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Romero
Doctora Romero is a first-generation college graduate who received a bachelor’s and
doctorate from the UC system and a master’s degree from the CSU. Doctora Romero attended a
very small high school, where she learned the power of serving others. She was raised in East
Los Angeles, and from a very early age, her father made it clear there was no money saved and
the only way she would have a good life was through a good education. Additionally, an
inspirational perspective she provided for future educators is to remember that all children carry
a mochila (backpack). She noted that educators must always remember that every student comes
with baggage and must know what each is carrying in their backpack to help them.
In Doctora Romero’s current leadership role, she oversees curriculum, student
enrollment, and accreditation. Doctora Romero’s higher education career started as a professor
and then as a chair of a department, and each time she was offered a position or wanted to do
something new, she would always say, “Well, how hard could it be.” Also, Doctora Romero was
a principal investigator (PI) for a million-dollar grant.
Lastly, Doctora Romero is a mother, wife, daughter of aging parents, sister, aunt,
workaholic, and a comadre. In Doctora Romero’s case, she is part of a group of women who call
themselves comadres and are well-established in their fields. Their professions vary from faculty
members, social workers, classroom teachers, board members, and district superintendents.
Andrea
Doctora Andrea is Mexican American who identifies as Latina from the Midwest.
Doctora Andrea grew up in a predominantly White community. When she went to college, she
was amazed that there were 3% Latinx students since she was the only Latina at her high school.
Andrea identifies as a first-generation college student and attended a private, highly selective
48

research university for her undergraduate and graduate degrees. When she attended college, there
were few Latinx students. However, due to the low percentage of Latinx students in her program,
she created lifelong friends as they supported one another. Her undergraduate program
encouraged underserved students to pursue doctorates. Furthermore, she had a mentor she
described as fantastic and who was one of the few Latinx professors at her school. Doctora
Andrea shared that her faculty mentor encouraged and supported her and her goals throughout
her education. Through her post-doctoral time, she learned that she enjoyed teaching. However,
she knew she wanted to be something other than a professor at a PWI. She had a clear vision of
where she wanted to teach, and that was at a teaching-centered institution. These experiences and
goals led her to her current role.
Doctora Andrea started her career as an associate professor, then was promoted to a full
professor, then later chair of her department; fun fact: she was the first Latina chair that the
department ever had. After her chair position, she was asked to become an interim senior leader
and was eventually permanently hired for that position. In her current position, she trains new
faculty, supports them in their roles, and helps them navigate up the ranks. Additionally, she
serves on the recruitment committee for retention and tenure and promotion. Doctora Andrea is
“trying to make inroads with hiring more diverse faculty with creating greater accountability in
that process with helping to retain the diverse faculty that we have. I am also impacting students
in that way.”
Guadalupe
Doctora Guadalupe went into the UC system as an undergraduate student, received a
master’s from a highly selective private institution, and returned to the UC system for her
doctorate. Upon completion, she applied for a position in her current CSU, received tenure, and
49

became the department chair. Currently, she is in a leadership role with over 200-plus tenure-
track faculty and over 300 lecturers in her college. Additionally, her duties are working with the
committees to hire tenure-track faculty for her department. When the committee selects their
hire, Guadalupe requires a retention plan attached to the final recommendation. She also
provides professional development to her tenure-track faculty. She guides them through
professional, sabbatical, or medical leaves and coordinates the intramural awards, also known as
faculty research grants.
Additionally, Doctora Guadalupe is a mother and has a partner supporting her at home.
Both are working professionals. As such, she referred to her relationship as a true partnership.
When she was first offered her current position, she discussed it with her partner because she
was going to make the transition from faculty, where her schedule was much more flexible, to a
more demanding schedule as a college/department administrator. Lastly, Doctora Guadalupe had
many people support her higher education journey as faculty and administration, especially her
madrina (academic godmother), who advises her professionally and brings holistic support.
Doctora Guadalupe’s madrina encouraged her to remember what was essential and prioritize her
health and sanity.
Jacklyn
Doctora Jacklyn is not originally from the west coast, and her first career choice was to
become a lawyer. She knew very early that she wanted to help her community, but with the
support of her advisor, she found her natural calling—higher education. Jacklyn is a mother, a
wife, a PTA member, a soccer manager mom, and vice president of a nonprofit.
She previously served as an assistant professor on the tenure track, as part of the
academic senate, as department chair, as assistant dean, associate dean, and now in a high-level
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leadership position. Doctora Jacklyn shared that, at their department retreat, she asked her staff
what they had learned about her in the past year. A staff member responded, “You do not talk,
but you walk diversity, equity, and inclusion [DEI], and it is in everything you do.” Doctora
Jacklyn shared that the difference between her allies and her is that when her allies get home,
they can remove DEI, but not her; she goes home and does not get to take it off. She cannot leave
it at the door. “As a woman of color, you carry it all the time.”
Sara
Doctora Sara attended college out-of-state and graduate school at a UC campus, where
she had the pleasure of getting a great advisor and dissertation committee. Doctora Sara learned
the importance of faculty-student relationships due to the services she received as a graduate
student. She described that experience as excellent.
Doctora Sara started her career in a private institution, transferred to a UC campus, and
later joined the CSU. Doctora Sara was an assistant professor before being promoted to associate
professor. She later became a full professor and is now responsible for special university
strategic planning projects requiring cross-divisional involvement.
According to Doctora Sara, “I certainly did not become a professor to seek an
administrative position.” However, she became interested when she realized her department was
not functioning as well as she had hoped. As such, she felt she had more to contribute. She
applied for a leadership position hoping to make a difference.
Esperanza
Doctora Esperanza is a daughter of immigrant parents from Mexico and a first-generation
college graduate raised primarily by her mother. Esperanza grew up in South Los Angeles; her
mother was a costurera (seamstress) in downtown Los Angeles and received a third-grade
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education. Esperanza grew up in a low-income household and made many education decisions,
from kindergarten to higher education, on her own. Esperanza’s first higher education and
activism experience came from her aunt, who took her to a MECHA conference at UCLA. From
there, her love for higher education grew. While she earned a bachelor’s at a very small
university, she attended a private, highly selective research university for her graduate studies. In
her current position, she has an extensive portfolio, overseeing student success in academic
affairs. Doctora Esperanza is also a mother of two, and she indicated that she has a strong
support network at home with her husband and mother.
Further, Esperanza was one of the few participants that shared direct experiences as a
woman of color in the CSU. For example, Esperanza shared that when she attends a meeting or
an event on campus with other colleagues, individuals say, “Hi, Dr. Cervantes. Hi, Dr. Smith. So
and so. This is Esperanza.” She stated she is introduced by her first name despite knowing that
she, too, is a doctor. Lastly, she often wonders what her next move will be as she considers how
much time she can take away from her family.
Patricia
Doctora Patricia’s career started in the K–12 system, and she served as interim
superintendent for her school district. While in that role, she transitioned into higher education.
She did not indicate why she transitioned but did share that she went from K–12 leadership to
higher education leadership. Patricia’s first job was as a director of graduate education in the UC
system, a program that worked closely with the three CSU campuses. Her second higher
education position was in a tenured position at a private, selective university. Third, she became
a director in graduate education, having been selected after a national search. After that, she
accepted her current leadership position at a CSU campus. Based on her different leadership
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roles, she offered the following advice: “Sometimes, to move up, you have to be willing to move
out.”
In her current role, she oversees over 20 full-time time tenured faculty and 100 part-time
lecturers. She oversees all academic programs, finances, and supervision. She is responsible for
evaluating faculty and staff, along with advancement and fundraising. In addition, she is the
mother of six. She also spoke of her immigrant mother, who always said that education provides
possibilities. She stated she owed her mother a debt of gratitude for her professional success.
Isabella
Doctora Isabella is the youngest of six children born to Mexican immigrants. She has
older siblings who went to college. Her parents had a third-grade education and reinforced the
importance of education. Like her older sisters, she started in community college and transferred
to a 4-year university. Isabella earned a bachelor’s, master’s, and doctorate. She did not indicate
which schools she attended. Isabella was a faculty member for 16 years before becoming a
department chair. She then became the associate dean before entering her current position. At
first, she was reluctant to go into leadership because she enjoyed teaching and valued the
relationships she built with her students.
Doctora Isabella has many areas of responsibility, including student success, equity,
innovation, and advising centers. She also oversees academic support services, including the
learning resource center, tutoring, 1st-year pathways, the first-generation program, and the
transfer program. Lastly, she oversees academic innovation, including the campus career center
and career engagement piece. Doctora Isabella is a mother, wife, daughter, sister, and friend.

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Tania
Doctora Tania went to a UC for her undergraduate degree, skipped her master’s, and
went straight to her doctoral program at a UC. Tania’s mother earned a bachelor’s degree,
Doctora Tania did not share details about her mother’s degree or university. Doctora Tania is a
sister, daughter, cousin, and aunt. She is setting herself to be a future caretaker of her parents, as
she shared that, eventually, they will need assistance. She is also a member of a chosen family
among a group of friends. She also enjoys being involved in her local community.
In her current leadership position, she has five departments under her, and she works
closely with department chairs, oversees the class schedules, and manages issues that arise with
faculty and cases between faculty and students. Tania started as the graduate program
coordinator of a graduate program, then as department chair, and is now in her current leadership
position. Doctora Tania felt she was ready when the opportunity for promotion came, as she had
already been running departments and programs.
Doctora Tania shared that she has a group of friends that assist her in her career decisions
and support her in balancing work and life. Her circle is colleagues she met in graduate school,
and they have kept in touch—all of her circle work in higher education, but not at the same
campus. Doctora Tania has not had the opportunity to have a mentor in any of her positions but
feels fortunate to have a group of friends who work in the field who support her through the
difficult days and celebrate with her on her good days.
During the interview, I asked her if she wanted to leave her position. What was her
reason? Her answer was yes, not because the work is difficult, but because she would like to
return to her hometown, where her parents live, to start looking after them. Lastly, Doctora Tania
shared that she knows they are not getting younger and would like to spend more time with them.
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SP
Doctora SP was born and raised in South America and received her undergraduate and
graduate degrees there. However, she completed her post-doctoral training at UC campus.
Additionally, Doctora SP learned English at a very young age, as her mother was an English
teacher. Doctora SP shared that there was no internet while she was a student. Therefore, when
she needed an article or journal for her research, she had to write a handwritten request for it to
be mailed to her and wait weeks and sometimes months before she received any of the resources
she needed.
Doctora SP started her career as a professor at a university outside of California, where
she worked for 20 years. SP became an associate professor with tenure, then, 3 years later, she
became a full professor. She credits her promotion to her success in writing and obtaining
research grants. Before her transition out of this university, she became a director of the
college/school and then moved to California for her current leadership position. In addition to
her professional roles, she is a mother, wife, daughter, sister, and aunt. Doctora SP also shared
that she is a cancer survivor. She shared that she enjoys sharing her story because she hopes to
inspire others to work hard.
Irene
Doctora Irene is the first in her family to graduate from college; her parents were
admitted to college but did not attend. As an undergraduate, she was part of the McNair program.
Doctora Irene attended a private, highly selective university for her bachelor’s degree and a UC
campus for her doctoral studies. Doctora Irene indicated she had great support from her mentors,
who encouraged her to apply for the Minority Fellowship Program sponsored by the American
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Sociological Association. She was fortunate to receive the award, which encouraged her to
continue on her path.
In Doctora Irene’s current leadership position, her portfolio includes curriculum
development, course scheduling, orientation, commencement, scholarships, and grievance
petitions. Additionally, she is a mother, partner, and daughter. She indicated that her partner and
parents provide her with a support system. Lastly, Doctora Irene advises future Latinas in
leadership to ensure they have a strong sense of self and values. She said, “Especially in
leadership, other people’s values can be imposed on you.” She also stated that “losing sight of
what is important to you could be easy.” Doctora Irene also believes that service is essential to
her work.
The following sections present the participants’ common experiences regarding
leadership in the CSU system.
Themes
The next section presents the themes in the findings. The themes cover the participants’
career pathways, juggling multiple roles, challenges, support and consejos (advice) from the
participants for future Latinas leaders. Each section will go into depth regarding their
experiences and how their intersectionality affects their current positions.
Career Pathways
In this theme, 10 participants’ stories regarded navigating higher education as first-
generation college students. This section also discusses how the interviewees developed an
interest in higher education and their pathways to their current roles. Lastly, imposter syndrome
was a common thread in all participants’ narratives.

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Pathways Into Academia in General
The participants described their journeys through higher education. Ten identified as
first-generation college students and, as such, first-generation graduate students as well. The
participants indicated that navigating their pathways was not easy, but they received support and
encouragement from their parents, siblings, and high school counselors.
Undergraduate Experiences
For example, Doctora Jacklyn shared, “It was never a question to my parents whether I
was going to college. Like they were like, you’re going, and that’s it. They didn’t know what that
meant or how I could get there.” Doctora Jacklyn also shared that her parents worked as a
hairdresser and a mechanic. Although she did not share where her parents learned about college,
she expressed that they knew it was vital for her to have a better life; as such, her parents were
supportive.
Similar to Doctora Jacklyn, Doctora Romero shared her experiences with her high school
counselor as pivotal in her exposure and pathway into college:
My high school counselor asks me do I want to go to UCLA, and in my mind, I’m
thinking, well, If I’m going to rank the schools, then yes, UCLA is absolutely at the top,
given the name recognition. Then my counselor said, okay, let me make some calls, and I
don’t know what she did, but then I got a letter stating I was conditionally admitted to
UCLA as part of the EOP program.
Graduate Experiences
For example, Doctora SP received all her degrees internationally but learned English at a
young age due to her mother being an English teacher. She also completed her post-doctoral
training at a UC campus by funding her education and bringing those skills into her current roles,
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thus allowing her access to apply to academic faculty roles with California.
I didn’t even have an understanding of the relevance of the UC system. But I went there
for 2 and a half years, going back and forth between my country and the [United States]. I
came with funding from a biotechnology career from the Rockefeller Foundation, and
also, I got a second scholarship from the Organization of American States. I was the only
woman from my country that got that scholarship at that time.
For many participants, college was an unknown option, but through parents, advisors, and
family members, they learned that education was important and that they had to keep going after
high school.
Pathways Into Academia
Many participants taught for years before considering administrative leadership positions.
Seven expressed how, during their post-doctoral training, they felt the calling to teach in the
CSU system. When they became interested in teaching, they were not considering administrative
positions. The idea of becoming leaders appeared once they were recruited for these positions or
when frustrations arose in the departments. For example, Doctora Sara was a faculty member
who did not plan to become an administrator:
I certainly did not become a professor to seek an administrative position. I think there
came a time when I had enough frustrations with the way my department was
functioning, and so, as a faculty member, I felt that I had more to contribute to the bigger
picture of the university.
Additionally, Doctora Andrea’s reason for becoming a professor at CSU was due to her
background in the humanities and her higher education experience of attending a private PWI.
The combination of these experiences influenced her to want something different as she moved
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forward in her career.
I discovered through that fellowship, my postdoc, that I really love teaching. … Maybe
what I wanted was not to be a professor at the kinds of institutions I had come through
but rather to be at a teaching-centered university. I was glad when the position at the CSU
became open. It was my chance to work at [an] HSI. Worked my way up through the
ranks of associate, and then the year I became a full professor, I also became a
department chair. I was the first woman in my department’s 50-year history to become
full professor and to become chair.
Ten participants shared why they initially wanted to be faculty members and how that
transitioned them into leadership.
Pathways Into Leadership
All participants’ pathways into their current leadership roles were similar in that all had
been faculty members. Additionally, six were department chairs before moving into their current
roles. As Doctora Isabella shared, “I was a faculty member in my department for over 16 years,
and then I became department chair. I was offered a role, an interim role, and I took that, and
then that turned into a permanent position.” Only one participant from the 11 went from adjunct
faculty to a leadership position.
Seven participants were invited or recruited into interim administrative leadership
positions before applying for permanent positions. Doctora Irene shared,
Well, I didn’t apply; I was appointed. I got a text message from the woman who had
been in the position [previously]. It was interim, so without low stakes. She was someone
who I admired, so I welcomed the opportunity to work with her and learn from her.
Additionally, they discussed their roles and responsibilities as portfolios instead of using
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traditional job description terminology. It is important to note that many doctoras referenced
portfolios to mean all the work they did and the skills they gained as faculty and leaders. For
example, Doctora Isabella stated, “I have a huge portfolio. I’m the leader for student success,
equity, and innovation; all things advising, student support services, the resource center for
tutoring, 1st-year pathway, and academic innovation.” This was a shared experience with several
other participants as well.
As discussed in this section, the participants started their higher education experience as
students. The section also presented why they decided to work in higher education and what
made them become leaders.
Juggling Multiple Roles
The following section discusses how las doctoras juggle multiple roles in academia and
the multiple hats they wear as professionals and at home life. Also, some of the participants
wondered if there is such a thing as balance when one wears multiple hats. Some shared that they
have achieved such a balance, while others stated it was simply not possible.
Life at Home
All participants indicated they had a supportive partner at home, which made their work
life more possible. Doctora Sara shared, “I am also a parent and a partner to someone when I am
home.” Six participants intentionally called their significant others true partners due to the
support they provided. Additionally, nine participants shared that one of the many hats they wear
is being a mother. During the interviews, a few were emotional as they shared about their
children and partners and how they balanced work and home life. Doctora Guadalupe spoke very
highly of her support system:
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I juggle that only because I have a partner [who is] very supportive. And when I say
partner, I will use that intentionally; it’s a true partnership. It’s not like he helps me with
the kids, or he, you know, he’s my supplement. It’s like we’re both in this together, and
we can only do this. Manage this because we’re both working professionals.
Similar to Doctora Guadalupe, Doctora Esperanza shared that she has support from her
husband, mother, and supervisor, which is why she can juggle family and professional work:
The reason that I’m able to do what I do is because of my husband and mom. There is no
way that I would be able to do what I do … without her support. And my husband, too.
He doesn’t mind [keeping] the girls entertained. I think about my next move … and I
don’t know if I could do it. I think I’m totally tapped out in terms of how much more can
I take away from … my family and my little girls. I also have actually to thank my boss.
She trusts me. She’s flexible.
Different from Doctoras Guadalupe and Esperanza, Doctora Patricia expressed that it was
difficult to be a leader and a mother with no support:
I’m a mother. I’ve raised six children most of the time as a single parent, and with that
has come extraordinary amounts of challenges to ensure that my kids have what they
need, that they have a roof over their heads, and that they have a meal to eat. And
sometimes [on] fairly low wages, especially in higher ed. When you start out as a
professor, you’re earning less than what you earn as a superintendent of schools.
In this section, the participants described their appreciation to their partners and family
members due to the help they have received to become the amazing leaders they are today.

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What Is Balance?
Another theme that emerged in the findings related to balance or the ambiguity of
defining balance in the different roles they managed. The doctoras expressed a mix of responses
regarding balance and whether it existed or was even possible. Doctora Isabella, Doctora Irene,
and Doctora SP described balance very similarly. For example, Doctora Isabella shared, “I don’t
think you can have it all. I think you make choices and sacrifices.” Some participants shared that
there is no such thing as balance, and others shared that it was possible. The participants’
responses varied based on their own life experiences. Jacklyn shared that there was no such thing
as balance and shared the following thoughts:
I tried, for I would say a good 15 years to strive for balance, and then I figured out that
that doesn’t exist. There is no balance. It will always be out of balance because
everybody needs more time than you can give them. I am learning to do short-term
planning. Have to learn to code switch and do those mental gymnastics. Today, I was
supposed to be on a call with a brand-new AVP. I got a call from the nurse. Come, pick
up your kid. She’s sick right like, and I’m like, okay, I’m taking this call in the car going
to get my kid, and you know that’s just what you’re doing. It’s not a balance. It is
switching hats constantly, and you just kind of have to accept that that is mentally and
emotionally exhausting.
For Doctora Irene, her experience differed, as she believed there was a way of finding
balance. However, she was clear about letting go of things to find balance:
I balance with the support of my parents, who live … 10 minutes away from us. Also,
lowering expectations. You know what? My house is dirty right now, so that’s how I
balance it. I’ve embraced taking full sick days. At first, I emailed my boss: I’m gonna
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take a half-day Monday, so I can … take my kid to his appointment or whatever. I’ll be in
by noon. And then I thought about it. … I’m just gonna take the whole day. Why am I
doing that? Why am I rushing to get back and drive them to practice? And, on Saturdays,
that’s how we spend the mornings. So, it’s busy. I miss the flexibility of faculty life.
That’s probably the hardest part of this.
The doctoras had different opinions when it came to the topic of balance. Some doctoras
shared how balance is possible, and others stated that it is not.
Challenges Within Their Roles
The following section focuses on the challenges the doctoras noted as prevalent. They
discussed representing CSU students in the leadership team, how their intersectional identities
play into their daily roles, and how barriers may be seen through their experiences.
Representation
Six doctoras shared that being in leadership sometimes felt lonely, especially when they
were the only Latina in the room. I asked them how many Latinas are currently in academic
affairs leadership on their campuses. Ten participants shared that between one and three Latinas
hold these positions, and only one shared that there were four Latinas in these positions at her
campus. Doctora Isabella reflected on representation in academic affairs leadership:
If you look at the highest level of the cabinet and the college deans, … which is
considered an extended cabinet. You have some diversity, but you don’t have equity and
representation for Latinx populations. If the idea is that … we should see our reflection in
terms of the student population, we would have more Latinx representation at the highest
levels. I think our campus does a decent job of bringing diverse folks, but I think they
have much more work to do.
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Additionally, Doctora SP that she has a mission to ensure that members of her unit can
connect with the students they serve, as 50% of these students identify as Latinx:
We are [an] HSI by student enrollment, but one of the major questions that everybody is
asking is … are we just for attracting students, or are we HSI as an institution? We still
need to grow here … in terms of adding more diversity at different levels. As a campus,
there has been an effort to hire more diverse individuals in various positions, … people
either Hispanic or of color [so that] students have a role model that looks like them. … I
always say students in my college, and my college is more than 50% Hispanic, … they
have a leader that they say is Hispanic. I do many activities and events for the students …
so they can hear about it. You know who I am. You know what I do and listen to their
challenges. I even started writing letters to parents in Spanish because … there are some
parents who don’t speak English, and they will rely on their kids or other relatives to
translate.
Lastly, Romero expressed that the lack of representation is seen around her campus, as
she is the only Latina in academic affairs leadership. Doctora Romero shared,
It surfaces when I find myself walking around campus and when I find myself in
meetings. Academic affairs council, only Latina associate dean. So, it’s those kinds of
questions, right? And you only notice that because you’re reflecting on who else is in the
room. Who else is in the room here? One, two, three Latinas here in the room today. Out
of this … group of 45. You begin to reflect on the hierarchy and the lack of other Latinas
within these spaces.
Table 1 presents the number of Latinas serving in academic affairs at the participants’ campuses.
Each participant provided the number of Latinas in leadership from their specific campus.
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Table 1
Self-Reported Numbers of Latinas in Academic Leadership Roles Within the CSU
Participant Latinas in academic leadership on their campus
Romero 1
Andrea 2
Guadalupe 2
Jacklyn 2
Sara 1
Esperanza 3
Patricia 2
Isabella 3
Tania 4
SP 1
Irene 3

Representation was a common theme in the interviews. The doctoras indicated a sense of
loneliness due to the low number of Latinas in academic affairs leadership on their campuses.
Microaggressions
Related to challenges, another shared theme among the doctoras was microaggressions.
While most did not mention specific microaggressions, nine experienced them, with examples
from two participants who shared that they were referred to as being part of the Latina mafia for
having more than three Latina leaders in academic affairs. However, both responded differently
to the comment. Doctora Isabella indicated the following reactions:
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I remember a colleague saying. Wow! Now, there’s three of you, and he says that’s the
Latina mafia. And I thought, isn’t that something? Whenever you have three Latinas in
leadership, all of a sudden, we’re a mafia, and that’s never left me. It speaks to some of
the unsettling ways of microaggression that come at us. Why is it suspect when you have
more than two Latinas in power in an institution that is over 50% Latinx?
For Doctora Esperanza, she too was referred to as the Latina mafia by work colleagues.
So, I have to tell you one of the worst microaggressions I have experienced. My boss and
I used to be called the Latina mafia because we were more than one Latina in leadership
roles in academic affairs. Apparently, we had met the quota. The way I found out was
because people thought that it was funny, and they decided to share that with me. And
you know, it was shared and said by someone that I care deeply about, which in a way
allowed me to address it head on. I said, well, did you call the president’s cabinet, the
KKK when it was all White men running it?
Lastly, Jacklyn shared an example of microassaults or racism that led to a lawsuit
regarding wrongful termination. At first, the university stated that it was a renewal of a contract
situation, but she found out it was due to her husband’s immigration status. Jacklyn stated,
I went through five rounds of mediation at a previous job because of wrongful
termination because my husband was undocumented, and my job found out about it. And,
so, they look for all kinds of reasons to fire me or fail to renew my contract, and they
ended up paying a settlement.
While there were no overt examples or experiences of racism discussed with the doctoras, these
forms of microaggression came up in conversation but were referenced as something not talked
about in large groups. However, one doctora discussed calling out her oppressor immediately.
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Intersecting Identities
Another theme in the interviews related to the intersecting identities of Latina, woman of
color, first-generation college graduate, professional, and academic leader and how these roles
impacted and influenced participants’ work, interactions with colleagues, and decision-making.
All doctoras shared that these identities were central to their everyday work. For example,
Doctora Guadalupe shared that her intersectionalities allow her to bring “lived experience, see
equity in a certain way and able to bring that lens to daily tasks.” Additionally, she can assist her
leader because the leader “does not have the lived experience” as most of the students they serve.
While six doctoras shared that there are no challenges or at least cannot tell if challenges
have risen because they are Latinas. For example, the participants were asked if they had ever
experienced extreme challenges in the workplace as a Latina leader, and Doctora Irene
responded, “Not really, No!” Additionally, Doctora Romero responded to the questions with, “I
will send emails, and then people do not respond, my own staff, I’m like. So? But is that about
me as a Latina? Or is that about the culture here? And I don’t know the answer to that.”
Furthermore, Doctora Sara shared, “I am always aware of how I may be read in any interaction,
but I try not to focus so much on that. Instead, focusing on whether my interactions with the
individuals will lead to the outcome that I want.”
All participants were asked about the role of their intersecting identities in academia.
According to them, their experience as first-generation college graduates provides motivation
and confidence. For example, Doctora Irene shared that her intersecting identities reflect the
student population at her campus: “Talking and connecting with students come easy for me. … I
think I am comfortable with our students in ways that other people are not or would have to work
much harder at.” Additionally, Doctora Tania shared that her mother’s first-generation
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experience and her own first-generation graduate experience taught her how to serve her
students. Because of her intersecting identities and identifying as a first-generation graduate
student and her mother being a first-generation undergraduate student, she understands how there
is no one way to be a student, and knowing the path that students take to enter or graduate from a
university, can take different paths if not serviced correctly. According to Doctor Tania, her
mother’s experience was nothing like hers as an undergraduate, and when she became a graduate
student, her mother could not understand.
Additionally, being a Latina and a woman of color in leadership also inspired some of the
doctoras and encouraged them to push and fight just a little harder due to their lived experiences.
For example, Doctora Patricia shared:
There is no question that Latinas have come to me and said, you really are an inspiration
to me. And obviously, again, it does not just mean looking in terms of one’s physical
appearance but one’s experiences of one’s identity as a Latina, which has a massive
impact on many people of color.
Additionally, Doctora Isabella shared that her intersecting identities shaped who she is
and what she has the courage to fight based on her lived experiences.
So, it defines who I am. It defines what I do. It defines what I fight for right. And, so, we
are a Hispanic-serving institution, but, like … many universities in the CSU system, we
don’t do a good enough job for universities that have a majority Latinx population, and
they don’t do enough to serve them. and I’m. Deeply committed to both and serving
Latinx students. I always bring that lens! How is this impacting? Our students, our
students of color in particular, and as a first-gen student, low-income student transfer
student, I always bring those intersecting lenses to the work that I do.
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Being a woman and Latina shaped several of the doctoras’ lives, both personally and,
more importantly, professionally in their different roles. The 11 doctoras have indicated different
ways they learned to rely on their backgrounds to do good work. They also indicated how their
lived experiences are important to consider when it comes to policy for HSI campuses.
Barriers
Regarding sharing barriers, six participants stated that they had not experienced barriers
but did come across some questionable situations. For example, Doctora Romero mentioned
being politically naive. Doctora SP stated, “I haven’t noticed any barriers, and it could be
because I just focus on pushing things to the next level, not on what is holding me back.” The
other five participants stated they experienced barriers, but as Doctora Isabella said, “I am better
equipped to deal with it.” Other participants, like Doctora Guadalupe, indicated limits regarding
financial resources, especially around hiring a leadership coach, which can be considered a
barrier.
Additionally, Tania shared her sentiments about being pushed into leadership before her
time:
It’s funny because I feel like the barriers that I experienced were more around being able
to develop as a scholar. I think I was kind of directed or pushed into a leadership position
fairly early in my time. So, they weren’t called upon to do leadership work. And so how
that ended up impacting me is just kind of reducing the time that I could spend on my
scholarship because I was kind of pushed into a leadership position sooner than male
colleagues who were allowed to … continue working on their research and not having to
take a leadership role in terms of service to the department or to the college.
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These are only a few examples of some of the barriers the interviewees faced. Despite the
lack of financial resources to hire a leadership coach or being pushed into leadership too early,
the doctoras continued to step into their different roles with resiliency. The next section further
discusses leadership support.
Leadership Support
The last theme in the interviews referred to institutionalized forms of support related to
mentorship, informal and formal support, and the availability of leadership support. For example,
when asked about leadership training or professional development opportunities for Latinas
and/or women of color, the responses varied, but most indicated a lack of institutionalized
support. They also discussed professional development regarding biases in hiring committees for
leadership positions.
Mentorship
Each doctora expressed how mentorship has been part of their career through formal or
informal mentorship. Six doctoras expressed not receiving formal mentorship as a leader in the
CSU system. Our other doctoras shared that their formal or current leader has provided some
form of mentorship. For example, Doctora Esperanza shared, “My boss is like the closest person
that I can think of as a mentor, but it’s still weird because she’s my boss, you know, and it’s as if
there’s a power dynamic.”
Doctora Romero indicated that while she received informal mentorship from her former
boss, she also recognized and discussed formal mentorship, which she did not experience:
I know that I’ve really been mentored and have had, really, a supportive structure within
the institution from my former dean. I do see her as a mentor, and she’s not retired, so I
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still have access to her. Other than that, I haven’t within the academy and my current
institution.
Additionally, five doctoras expressed that they had received a significant amount of
mentorship; however, some identified mentoring relationships from graduate school, while
others indicated mentors from their current position. For example, Doctora Tania shared that she
has a circle of colleagues outside of her institution with whom she attended graduate school, and
they have become her support system: “I consulted with the one who is in an administrative
position before applying for the position I am currently in. It has been like that kind of support.
Not like official formal mentorship.”
Doctora Andrea also shared had a very positive experience when it came to mentorship:
I have been mentored by the current leader. I’ve also been mentored by another member
of the leadership team. She’s someone who … has been working in higher ed for a while
[and] has a lot of contacts across campus and is someone who is very politically astute.
This helped me navigate, politically, relationships within academic affairs and to think
very strategically about how I communicate with whom and when. She’s really
emphasized the importance of including staff in my decision-making process. Deans
women have been very supportive, and we meet up for a happy hour. Provide a kind of
mentorship and camaraderie. I also am part of some professional organizations
nationwide where we talk about different aspects of professional development. I’m also
connected to a group of Latina leaders at the CSU. We try to meet once a month. We use
it as a place to celebrate our successes.
The doctoras shared that they have received informal and formal mentorship and how it
has impacted their careers. However, they all shared that no formal mentorship has been offered
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through their jobs, but peers and supervisors have provided much mentorship at the time that was
needed the most.
Informal and Formal Support
When the doctoras were asked what support they received as they were becoming leaders
and who provided it, nine doctoras responded that they felt supported by family, colleagues, and
managers. For example, Doctora Romero shared, “So absolutely. I have felt supported in my last
20–30 years in higher education by individuals willing to provide an opportunity. All of my
former supervisors have been supportive in one way or another.” Furthermore, examples of
support varied from doctora to doctora. Examples were support with mock interviews with their
peers, invitations to participate in grant proposals, and recommendations for various leadership
positions. For example, Doctora Sara received much support from different people throughout
her career, both men and women and individuals from different ethnic backgrounds: “It is really
important for me always to remember that support has come from some unlikely places.” For
example, she received support from writing a grant proposal to reviewing her publications and
co-editing a journal, “which is a very tangible type of support that has been very fruitful.”
Furthermore, four doctoras shared that financial support has also been a form of support
throughout their higher education support. For example, Doctora Guadalupe shared that her
partner, mother, and access to professional development funds were helpful to her. Regarding
professional development funds, Doctora Guadalupe stated, “I was able to … use that to go to
conferences and present research.”
However, Doctora Jacklyn shared that her experience was different and not as supportive:
“It hasn’t just come in, and maybe it’s not supposed to. But I’ve been really good at advocating
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for myself and pursuing funding.” Lastly, Doctora Esperanza expressed a response different from
many of the other doctoras:
Support has looked really different. The place where I’ve thrived the most has been in a
trusting environment and a place where I can be creative to do things that may seem a
little out of the ordinary. Or that people trust my judgment, and respect me, so I think
today is the most crucial support that you can offer me. I don’t have time to massage
egos. However, I have to do that sometimes, which sucks. Tell me what you want. Tell
me what you expect.
In this section, participants discussed the types of support they received throughout their
academic careers from family, colleagues, and managers.
Availability of Leadership Programs
All participants were asked to discuss the programs available for women of color in
leadership at their university or outside it. All participants indicated they were unfamiliar with
programs on their campuses or the CSU system to support their leadership development. Doctora
Patricia shared, “We don’t have particular … programs for women of color or Latinas. I think
that definitely is something that we should look at if we haven’t institutionalized.” Doctora
Patricia added that they might have something, but because she had just started, she did know
everything that was offered. However, about organizations outside of school, seven participants
mentioned the Hispanic Association of Colleges and Universities. Doctora Isabella shared that
organization feels very much male-dominated; however, it is an opportunity to create an
international comadre network with other women. Only Doctora Andrea stated that her campus
has something for faculty of color to get together and write but not for leadership development.
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In addition to leadership development programs, the participants were asked if their
school offered professional development training on implicit biases for individuals on hiring
committees. Seven participants indicated they do not have such programs. Doctora Isabella
shared that her campus does not offer it but described expectations should it be offered:
This is an area where they’re just starting to move to. [Human resources] is starting to do
some work there. I think we have a new chief diversity officer, but the position has been
vacant for 2 years, so I think it’s very early in development. You’re going to hear those
buzzwords a lot. They are buzzwords unless they have a specific meaning, and so just to
be able to check a box and say, oh, this is diversity, equity, and inclusion. I am suspect of
that sort of stuff. I want to see outcomes. I want to see who’s involved. I want to see
who’s leading.
However, four participants said they did offer training for leadership positions.
According to Doctora SP, “Yes, and we do some training, and we need to be updated every year.
You know, non-bias training, and so you know, we try to add as much diversity as we can and
have.” Additionally, three participants said nothing was available, and they had only heard of
opportunities to bring in faculty of color, not academic leaders of color.
Other Findings: Comadres
This section provides additional findings, including the connection and importance of
comadres and consejos directly from the doctoras.
While only three participants shared about support from their comadres, these are
included, given that this support enhanced their abilities to balance home and work life. All three
women discussed escaping from all the hats they wear. Their comadres provided a place and a
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group of friends to discuss situations at home and work without judgement. Lastly, this kinship
was described as “authentic” and “unapologetic.”
For example, Doctora Romero expressed that her group of comadres kept her going every
day and that her role as a comadre was helpful to her mental health:
These comadres have been super important. My role as comadre is absolutely critical to
my well-being as a leader on this campus, as a mother, as a partner because it’s this
different space that allows you to decompress. It allows you to process all of the stuff that
you’re doing as a leader, as a mom, as a wife, as a daughter of aging parents. So, my
comadres … get together [for] wine. Celebrating. Let’s go away. That’s another
important piece of my role outside of academia. We talk about difficult stuff, but it’s
always about support and nurturing.
Additionally, Doctora Andrea related a similar reason it was important to live in
comunidad:
I have a tight-knit circle of friends. Very close community of other Latinx faculty and
staff on my campus that we’ve been working together for years. I publish with them, go
to conferences together. Then, there are the people that I can turn to and just vent to, who
understand why I’m upset. I don’t have to do any explaining, you know. They also really
help me to balance things.
Consejos
This section provides consejos directly from the doctoras. In the interview, I asked what
advice they would provide to future Latinas seeking leadership roles. Table 2 presents the
answers.
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Table 2
Consejos
Participants Consejos
Doctora Romero Have a clear understanding of your why.
Doctora Andrea Do not underestimate yourself. The skills you bring, the preparation
you’ve had. … You have to find some other kind of meaning in the
work you do that’s not dependent on a certain kind of status.
Doctora Guadalupe Ask a lot of questions. Don’t forget to invest in yourself. Never
underestimate what you can do with your strengths. There is no one
way to do leadership.
Doctora Jacklyn Find your people? They’re out there. They’re not at your institution,
probably working in academia, can make you feel like you’re crazy
when you’re not. There’s a lot of gas lighting. You have to be firm and
your values to be able to navigate the difficulty. Do the therapy, help
find yourself so that you’re strong enough to withstand the BS. That’s
coming your way. Know when you’ve had enough that it is okay to
walk away. Sometimes, you have to walk away for your own
preservation, and that is not failure.
Doctora Sara Be patient [and for institutions to develop] faculty through academic
senate.
Doctora Esperanza Folks need to do their research around the different pathways to take to
become [a leader] if provost is their way.
Doctora Patricia We often think we must wait for an invitation. … Look for people you
admire. … I admire the way you do X or the kind of role you have, and
I would like to have that down the road. Would you be willing to
mentor or coach me?
Doctora Isabella You belong there, right? We demand a seat at that table. … We bring a
unique skill set that is critical to serving our students. So, when it gets
especially challenging, keep your focus on who we serve and why
you’re there. Have your team. Who are your people who hold you up?
You got to have that support system, either within your university or
outside your university, as part of your broader community. You gotta
know when to cut your losses, too, and engage in self-preservation.
Doctora Tania Understand how different offices work across the university. It’s
important to have a bigger university-wide picture to be able to
navigate through all these offices that you’ll be having to work with.
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Participants Consejos
Doctora SP Never say no to yourself, and do not let people tell you no. Do your
homework, be prepared, and you will succeed.
Doctora Irene Having a strong sense of self and a strong sense of your own values is
incredibly important. It can be easy to lose sight of what’s important to
you. Knowing yourself well. Knowing what’s important to you. I think
service is so important. Being intentional with service, being strategic
with service, so picking service that is meaningful to you that you want
to do, that you see sort of shaping your career in a particular way.
Being your authentic self in this space. So, recognizing that people are
watching you, and I feel like, if you have integrity and values are in the
right place, and if you speak up in those spaces and people see you
right, I think that good things will happen.

Concluding Summary
Each participant provided their own story and counter-narratives as Latinas in academic
leadership. The data shows that not all participants have had the same challenges, barriers, and
mentorship experiences in the CSU system. Participants also shared the various types of support
they have received throughout their leadership roles, and almost all indicated a need for
additional support. The following chapter discusses the findings and implications and connects
the findings to recommendations for practice, policy, and research.
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Chapter Five: Discussion and Recommendations
In this chapter, I will discuss this study’s findings as they relate to the literature. The
following sections display how the data findings were similar to the literature and how the study
has new insight since there was limited literature on Latinas in CSU academic leadership
positions. This chapter also presents the study’s limitations alongside implications and
recommendations for policy, practice, and research.
The data findings revealed four themes from the participants’ stories: career pathways,
which included pathways into academia in general, pathways into working in academia, and
pathways into leadership. The second theme was juggling multiple roles, which included life at
home and if balance existed. Next, challenges in their roles pertained to representation,
microaggressions, intersecting identities, and barriers. Leadership support was another theme
related to the power of mentorship, informal and formal support, and the availability of
leadership programs for Latinas in leadership. The two final findings presented in Chapter Four
pertained to comadres and consejos for Latinas interested in pursuing academic leadership in the
CSU.
Interpretation of Findings
Critical race theory (CRT) served as the lens and foundation for this dissertation study,
including the data collection and data analysis. As shared in Chapter Two, “by definition,
theories ought to expand our thinking and deepen our understanding of particular phenomena”
(Abes, 2019, p. 7). In this study, the data highlighted the experiences of 11 Latina academic
leaders in the CSU system. Additionally, Ladson-Billings (1998) found that stories can provide
rich data and assist in interpreting feelings. According to Ladson-Billings (1998), CRT is meant
to help name the reality of racism through scholarship. Through storytelling, this study
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highlighted the lived pathways and experiences of 11 Latinas as they reflected on their
navigating into academia, transitions into academic leadership positions, and the different roles
they played in both.
Career Pathways
The first theme related to the participants’ pathways into academia in general (student
experience), why they chose to work in higher education, and how their career pathways led
them to leadership positions. As mentioned in Chapter Four, 10 of the 11 participants identified
as first-generation college students, 10 were tenured faculty members, and six were department
chairs before taking a dean or higher position. Additionally, seven doctoras came from the
CSU/UC system. Based on those findings, most of these doctoras came from California.
The 11 Latina leaders I interviewed shared their portfolios, highlighting their skills in
leading CSU colleges and divisions and contradicting the literature. For example, Browser et al.
(2019) noted that it was said that women of color need more experience in finance and
fundraising. However, many participants shared that fundraising was one of their many roles.
Doctora SP financed her doctorate and grew in the faculty ranks because she brought money to
her university through grants, similar to Doctora Romero’s PI experience and Doctora Patricia’s
current position.
Juggling Multiple Roles
The following section presents data on the multiple roles the participants play inside and
outside of academia and how they make it possible. All participants shared that their significant
others have become partners in the household. Additionally, peer mentoring has been an added
support for being leaders and decompressing from stressful days. Lastly, with mixed results,
balance is possible for some, and others said there is no such thing as balance.
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Doctoras Andrea and Romero shared that their coping strategies were due to their
comadres’ emotional support. According to the participants, they go to dinner to escape the day’s
challenges entirely or share difficult days without explaining the added pressures of being a
woman or a Latina. Similar to the literature regarding women in leadership, Nair (2021) shared
that one needs to seek support and reconnect with a safe space by asking for help from allies,
friends, peers, mentors, and safe space support groups. In this case, Doctoras Andrea, Romero,
and Guadalupe indicated the role of allies and friends, peers, and mentors in their own
experiences.
Additionally, the doctoras also gave much credit to their partners, significant others, and
family members for achieving their goals, working in leadership, and managing life at home.
Based on the stories the doctoras shared, there was an emphasis on comunidad. La comunidad
included family members, comadres from graduate school, comadres in academia, and
supervisors. However, not all participants had such support. Doctora Jacklyn did not have a
mentor or support because she was a single mother through most of her career.
Challenges Within Their Roles
The third theme focused on the challenges experienced in the different roles the
interviewees held. Some of the challenges mentioned included the lack of representation,
microaggressions, and intersecting identities bringing confusion as far as not knowing if staff or
other faculty members are dismissive due to their being Latinas, women, or simply the
university’s culture. According to Nittle (2018), people of color do not generally experience
overt racism through hate crimes; instead, microaggressions are more common. In this study,
none of the participants shared any experiences they would describe as hate crimes. They did
share the covert and less obvious racism. For example, being called the Latina mafia for having
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more than two Latinas in leadership served as an example of microaggression. In addition to
these two participants, Tania, was pushed into an academic leadership position before her time,
opposite to her male colleagues who were allowed to continue their research.
Another challenge shared in the interviews and the literature was that sometimes things
do happen, such as wrongful termination. Berk (2017) found that victims tend not to call out
their aggressors due to being scared or even doubting themselves in action or behavior is
considered a microaggression. However, in this case, some of the participants did fight back.
Doctora Jacklyn went through five rounds of mediation, and Doctora Esperanza called out the
individual who commented that she was part of the Latina mafia.
Regarding the good and the bad about having multiple underrepresented identities, las
doctoras indicated their intersectionalities could sometimes create confusion or provide
empowerment. As shared in Chapter Two, the study intercrossed two CRT tenets. Throughout
Chapters Four and Five, voice, or counter-narratives, was showcased in presenting the study’s
results. However, in this specific theme, intersectionality and essentialism help find meaning in
having different underrepresented identities. Intersectionality refers to the examination of race,
sex, class, national origin, and sexual orientation and how their combinations play out in various
settings (Dixson & Lynn, 2013). Based on the data findings, not all Latinas in leadership have
the same experience or challenges in higher education. Not all Latinas process situations and
experiences the same way or have the same level of support. For example, two women were
called part of the Latina mafia, but each responded differently. Essentialism is a “belief that all
people perceived to be in a single group think, act, and believe the same things in the same ways,
which such thinking leads to considerable misunderstanding and stereotyping” (Dixson & Lynn,
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2013, p. 40). Moving away from this notion, through this study, not all interviewees thought the
same or had the same experiences, but there was a differentiation in their experiences.
Support
The last theme from data findings pertains to different forms of support. The CSU has no
formal programs for aspiring Latina or women leaders. The participants discussed searching for
their own mentors, which might provide to be a better match than one assigned to be a mentor.
They also mentioned different types of support based on needs at different times in one’s career.
Prior research has examined the power of mentoring. Nonetheless, six participants shared
that they have yet to receive formal mentoring. According to Gonzalez et al. (2015), peer
mentoring can assist with the obstacles women of color face in advancement; however, only five
participants stated they had access to such support. Additionally, Gonzalez et al. (2015) shared
that since the representation of Latinas in faculty and leadership roles is low, it can be
challenging to connect in this way. However, the mentors could help incoming Latinas
understand the feelings of isolation that come with such leadership positions.
Seven participants were invited to serve as interims or apply to leadership positions.
According to Froyd (2017), organizations should develop internal talent for interim promotion.
From this perspective and based on the interviews, CSU is tapping into its talent from within.
Seven of the 11 participants indicated that they received the opportunity to serve as interim
leaders to gain confidence in their roles. This may also be an example of preparing las doctoras
for additional responsibility and opportunity in leadership.
Implications
Based on the findings, the participants’ stories added knowledge and a voice to CRT. It
has provided lived experiences of Latinas in academic leadership at the CSU. The participants
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have added to the power of storytelling in the research literature. The findings have also helped
complete some missing gaps in the research literature about Latinas in leadership in higher
education, specifically in a teaching institution where 21 of the 23 campuses are HSIs. The study
needs to add more research literature because when searching for literature at the start of my
dissertation, there was much discussion about Latina’s experience as a student in a PWI or toll of
taxation at such institutions for faculty. I found studies on women of color, but not specifically
about Latinas’ academic leadership in higher education. The research pertained to their college
experience. The search yielded articles regarding women of color or women’s challenges and
barriers and the power of mentorship but not regarding Latinas as leaders specifically. Using
CRT as the leading theoretical framework, it was the goal to provide data and counter-narratives
of Latinas’ experiences in academic leadership. When I was searching for articles connected to
intersectionality, much of the research was on African American women or women of color as
one group rather than focused specifically on Latinas’ intersectional identities.
Lastly, the data findings will help future Latinas considering applying for leadership
positions learn about the paths to becoming an associate dean, vice provost, or provost. These
findings also indicated the many challenges that come with identifying as a Latina and holding
an academic leadership title. My goal for this dissertation was to examine the experiences of
Latinas in CSU academic leadership positions. As such, it is my hope that future Latinas
interested in pursuing these potential ranks begin by reviewing these counter-narratives and
stories to help prepare them for their roles. Additionally, based on the consejos from the
participants, aspiring leaders should start searching for support early and remember to be bold
and approach potential mentors or peer mentors they look up to as leaders. As Doctora Patricia
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shared, “Don’t wait around for someone to come around. You approach them and tell them why
you wish to be mentored by them.”
Limitations
According to Price and Murnan (2004), a study’s limitations may include reliance on
self-reported data, a small sample, lack of prior research, and the interview protocol itself.
Researcher biases may also serve as a limitation as they may come into a study with expectations
for its outcomes. Given the focus of this study, I anticipated that some participants might not feel
comfortable responding to all of the interview questions or may not have answered the questions
with complete honesty. Additionally, some interview questions where projected to make
participants uncomfortable as they reflected on negative experiences they might not have
examined before. While every effort was made to maintain the participants’ confidentiality, there
are not many Latina academic leaders in the CSU, so participants might have tailored their
responses.
Generalizability is the ability to characterize or apply research findings to a larger
population (Lester & Lochmiller 2017). This study’s results are not generalizable, as the research
questions are specific to learning from the experiences of Latina women who serve as presidents,
provosts, vice provosts, college deans, or associate deans in the CSU. The study provided only
the perceptions of its specific participants.
Finally, I believed that it was going to be difficult to recruit participants, as Latina
women in high-level university leadership may be difficult to access or might have left their
positions. However, it was not. I recruited 11 Latinas. An additional limitation was that some
interviewees had experienced less discrimination, meaning that, since the focus of this study was
on systemic struggles, some interviews yielded none. Chapter Four presents the findings
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regarding this limitation. I also thought that the findings might have shown interviewees were
more resilient to microaggression, racism, or sexism, as the literature indicates regarding job
retention and satisfaction. In Chapter Five, I also describe similarities and differences in the
literature.
This study involved limitations, especially during the interviews and once the data were
analyzed. For example, once I wrote the narrative, I realized some participants shared more than
others, making me feel I did not do justice to each participant’s story. Future researchers should
add questions about higher education background. Additionally, I was missing more data about
their time as faculty. This was important, as many participants came into their leadership roles
through the faculty ranks. For many, their previous roles were foundational. For example,
Isabella, Andrea, and Irene shared that they worked as faculty longer than in leadership.
An additional limitation was that some responses were calculated and limited because
participants protected their anonymity. They rephrased their responses or asked me not to
mention specific stories for fear of being identified. For example, participants paused and
indicated verbally that they did not want me to include their initial response. Some interviewees
were very careful in responding to some of the most challenging questions regarding
microaggressions.
Only when I started the interviews did I realize some of the questions I developed
sounded repetitive and collected similar responses. As such, I would recommend a pilot test with
one or two test samples to eliminate repetitive questions.

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Recommendations for Future Research
Based on the data, I provide recommendations for policies and practices for the CSU.
First, I would ask questions about why the participants became CSU faculty. Understanding their
career choices would provide a different reflection and assist in humanizing their experiences. I
suggest further exploring the academic faculty ranks, building on this study’s results. Exploring
the meaning of the different ranks would yield an understanding of the pathways to leadership. I
also recommend a mixed-methods study to provide a better understanding of the correlation
between variables, such as ranks, disciplines, positions, and number of years in their roles. A
large-scale study might also capture a larger audience and have greater and wider implications
and see if there is a need for a shift in deeper structures. Also, data regarding the number of years
in their roles and between ranks would provide an understanding of the process from tenure to
chair to college or division leader and the variations in experiences.
I would also expand on the selection criteria for the study. I would include more
ethnicities, given the lack of literature in general. A more diverse and representative sample
would allow for broader and more data to compare experiences across women of color. This
approach would ensure that the findings and conclusions are not based only on data from a single
ethnicity and gender and enhance the validity and generalizability of the research. I would also
suggest that a similar study be done for gender non-conforming, transgender, and nonbinary
individuals as well. Oftentimes, these communities are not included in studies and can be viewed
as invisible in these positions.
Recommendations for Policy
According to the study findings and participants’ counter-narratives, I recommend
establishing the following policies to help increase the number of Latinas in academic affairs
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leadership. However, before the campuses put these policies into effect, each campus should take
accountability for why there are so few Latinas in leadership and identify where they might be
willing to change the culture in preparation, hiring and training Latina leaders. I recommend
mentorship and sponsorship programs, leadership training and development design for Latinas,
and fostering a supportive and inclusive environment where Latinas feel welcome. The CSU
system already has such programs or workshops, but they must be designed and targeted for
Latinas to increase Latina leadership. As evident through this research, there is a need for these
programs to support current and future Latina leaders.
The first recommendation for policy is to develop mentorship and sponsorship programs
for Latinas. The data findings showed that six out of the 11 participants had not received formal
mentorship from the CSU. The other five participants shared that they received some form of
mentorship, but the mentoring was from somewhere other than CSU. This is an example of the
need for a formal mentorship program for all leaders and tenured faculty. Connecting Latinas
with one another can increase their sense of belonging.
The second recommendation is to provide leadership training and development design for
Latinas. Latinas have intersecting identities, so more than general training on how to be leaders
is needed. Latina leaders not only need support with decision-making, strategic planning, and
management skills but also can benefit from the opportunity to further develop their navigation
skills related to their intersecting identities. The CSU needs to design leadership training and
development programs explicitly targeted for Latinas by individuals who truly understand the
true struggles of women of color in these spaces.
Lastly, I recommend fostering a supportive and inclusive environment. The CSU system
needs to promote a culture of DEI. The DEI training would discuss the differences between
87

microaggressions, microvalidation, and microinsults while discussing discrimination and
harassment. Providing such training on campus would provide a sense of a supportive
environment. If such training can be created and create safe spaces where dialogue and
collaboration can happen, it may possibly lead to the retention of faculty and leaders of color.
Recommendation for Practice
Additionally, based on the findings, I provide the following recommendations for
practice to increase the number of Latinas in academic affairs leadership: foster supportive
networks and communities, recognize and celebrate achievements, and support work-life balance
initiatives. During the interviews, all doctoras shared that their intersecting identities impact and
influence their work, interactions with colleagues, and decision-making. However, if Latinas are
pushed into leadership without proper training and feeling of support from their campus, they
feel set up to fail or burn out.
First, there is a need for supportive networks and communities tailored for Latinas. These
will create a sense of community, sense of belonging, and self-acceptance. Additionally, in these
networks, Latinas can get support for career progression. A supportive network fosters growth
within a field. In addition, meeting facilitators should ensure all present are heard and respected.
This is possible if, as a community, participants encourage respect.
Second, I recommend recognizing and celebrating achievements. One of the topics in this
dissertation is representation. Because 21 of the 23 CSU campuses are HSIs, I recommend
working with university marketing and communications offices to publicize Latinas’
accomplishments. Through these stories, students see people who look like them in these roles
and might be inspired. Representation matters and we need to start at the pre-college level to
start planting the seed of the importance of more Latinas in higher education as faculty members.
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Creating a pipeline from undergraduate to graduate school would be vital for Latinas to see
themselves in these positions and would help to increase the potential numbers of Latinas in
academia and ultimately create pathways into leadership. For example, a first-generation college
student from an inner-city higher school might be moved by the story of Dr. Vanessa Cervantes,
a first-generation college student born and raised in South Los Angeles who contributed these
findings through her research and accomplishments. Celebrating Latinas as accomplished
professionals might attract future leaders.
Lastly, each campus president should establish practices that support work-life initiatives.
Family is very important in the Latinx community, as was evident in this study. Flexibility to
take care of family from the work environment would aid in retaining staff, faculty, and leaders.
Such practices and celebrating work-life balance at the university will lead to more productive
staff, faculty, and leaders.
Conclusions
This study found that there is no equal representation between leadership and the student
populations at the CSU. The interviewees were 11 Latinas in leadership, and although their
experiences were unique, all shared resiliency in navigating this system. While CSUs are HSIs
serving Latinx students, academic affairs departments have the lowest numbers of Latinas in
leadership. Using the tenets of intersectionality and counter-storytelling yielded insight from the
participants about the system struggles they faced and how they have navigated challenges.
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Appendix A: Recruitment Flyer
Appendix A: Recruitment Flyer

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Appendix B: Screening Questionnaire
1. Do you identify as Latina?
• yes
• no
2. Do you identify as a woman?
• yes
• no
3. Are you currently employed as a CSU academic leader?
• yes
• no
4. If yes, please indicate which aligns with your current role.
• President
• Provost
• Vice Provost
• College dean or school dean
• Other
5. Would you be interested in participating in an hour-long interview to share your
experiences as a Latina academic leader?
• yes
• no
6. If yes, please include your email address to contact you.

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Appendix C: Information Sheet for Exempt
University of Southern California
USC Rossier, School of Education
3470 Trousdale Parkway, Los Angeles, Ca 90089

INFORMATION SHEET FOR EXEMPT RESEARCH

STUDY TITLE: Women in Academic Leadership: The Systemic Struggles and Representation
of Latinx Women in Higher Education

PRINCIPAL INVESTIGATOR: Vanessa D. Cervantes, Ed.D. Candidate

FACULTY ADVISOR: Sheila Banuelos, Ed.D.

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.

PURPOSE
To better understand this study’s purpose, we will investigate why Latinas are not represented in
leadership roles through the lenses of critical race theory. This study will aim to understand why
there is a shortage of Latinas in leadership roles in the CSU system. Through a qualitative
methodology approach, participants will be interviewed to ask questions about their experience
in academic leadership and about their past experiences in academia.

You are invited as a possible participant because you have self-identified as a Latina, woman and
an academic leader in the CSU system (examples may include president, provost, vice provost,
college deans or associate dean).

PARTICIPANT INVOLVEMENT
Semi-structured interviews will be conducted with each participant online via Zoom. Interviews
will last approximately 1 hour and be audio-recorded through Zoom and later transcribed
verbatim through the Zoom transcript option. Once Zoom has completed the transcription, I will
go back and listen to the interview and make sure I edit any corrections Zoom might not have
transcribed correctly. The camera will be off to protect the participant. A follow-up interview
will be conducted following the initial data analysis to confirm the researcher’s findings if
needed.

The participants will be given a notice before we start the interviews, and they will be told that
they will be able to withdraw, without penalty, from my study at any point. Also, I will provide
the participants with a mental hotline number in case any questions I address in the semi-
structured interview trigger emotional distress.
If the individual decides to participate, they will be asked to set aside a 1-hour interview meeting
103

time and answer questions regarding their experiences as a Latina academic leader in the CSU
system.

CONFIDENTIALITY
The University of Southern California IRB may access the data. The IRB reviews and monitors
research studies to protect the rights and welfare of research subjects. The Zoom recordings will
be kept on a personal desktop. Password is required to log in to the desktop. There is no potential
for a breach of confidentiality. The data collected through the interview will be kept for 2 years.

The audio/video recordings via Zoom can be made available if the participants wish to hear their
own. I will be cleaning the transcription since Zoom has an option to transcribe all recorded
meetings. The video will be off, and I will be the only one with access to the audio/video
recording and the transcriptions. The recording will be erased 2 years after the degree has been
awarded. All participants will be identified by their own choice of pseudonym. However, each
CSU they represent will be listed as CSU1, CSU 2, etc.

A portion of the transcript may be shared with my chair if I need assistance with coding, but the
audio/video will not be shared with anyone other than the primary researcher.

INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact Vanessa Cervantes at
vdcervan@usc.edu or (323) 493-6513.

IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

104

Appendix D: Interview Protocol
This study addressed the following research questions:
1. How do Latinas in academic leadership positions in the CSU system describe the
meaning of their experiences through the complexity of gender and race or their
intersectionalities?
2. What meaning do Latinas ascribe to daily experiences in performing the duties of
their academic leadership positions in the CSU system?
3. How do Latinas in academic leadership positions describe their experiences with
professional advancement in academia in the CSU system?
Introduction
Thank you once again for agreeing to participate in this study. I know your time is
valuable, and I genuinely appreciate you finding time in your busy schedule to assist me in my
research. The interview should take about an hour; however, please feel free to let me know if
you need to take a break.
Before we start with the interview questions, I would like to provide you with a quick
refresher on the study. As a friendly reminder, if you have any questions or would like to stop
being interviewed, please let me know. This study aims to look at the multiple barriers Latina
face in leadership roles. The main focus is the barriers that arise when applying for and holding a
leadership position. My main interest is in microaggression, job retention, and intersectionality. I
will also be interviewing other Latinas in leadership positions in academic affairs across the CSU
system.
Today, I will ask you questions as a researcher, not as a fellow CSU colleague, and I will
not share my thoughts or question your experiences. This study aims to understand your
105

experiences as a woman of color in a leadership role in higher education and how your expertise
makes you the leader you are today. My job as the researcher is to hear you and use your
encounters to help future women of color in leadership positions who may have difficulty in a
current position and let them know they are not alone. Also, to provide confidence and
motivation to take a chance and apply to CSU leadership roles.
The interview is confidential, and I will not use your legal name, and I will use
pseudonyms to provide you privacy. I will also not use your specific university name to keep
your identity private. For example, I will identify my participants in my dissertation as follows;
“Interviewee 1 from CSU 1.” Once I transcribe your interview, I would like to meet you again as
I would like to know if I translated your responses appropriately. Before I start the recording,
please let me know what pseudonym you would like me to use for this interview.
As stated in the Study Information Sheet, I will keep the recording in a password-
protected computer where only I will have access. Please remember you can withdraw, without
penalty, from my study at any point. Also, I will provide you with a mental hotline number in
case any questions I address today might have triggered you.
Before we begin the interview, do you have questions for me? As mentioned above, I
hope to record our conversation. Do I have your permission to get started and record the
interview?
Questions
I want to start with some background questions about you.
1. Can you tell me about your personal and academic background in higher education?
(RQ1)
106

2. Can you tell me about your current role within academic leadership, including your
current roles and responsibilities? (RQ2)
3. How do you see your intersecting identities as a Latina and woman of color playing a
part in the daily practices as part of your current role within your institution? (RQ2)
4. What other hats do you have outside of Academia? How do you juggle all of these
different roles and responsibilities? (RQ1)
5. Describe your thought process when you decided it was time to apply for an academic
leadership position in higher education. (RQ3)
• How did you know you were ready?
• Describe how you felt about applying for your first leadership position. Did
you have any reservations or feel confident?
• Can you describe what obstacles you have experienced while applying for
academic leadership positions within the CSU system?
6. Can you describe the diversity or lack thereof of diversity within your academic
leadership team on your campus? (RQ1)
• How many Latinas are currently in academic leadership roles on your
campus?
• How many White men are in similar roles on your campus?
7. Can you share more about your own experiences with mentorship as a Latina and
woman of color in academic leadership within higher education? (RQ3)
Now I will ask about possible barriers and support and/or professional development
opportunities you have received in your career.
107

8. Tell me about the barriers you have experienced as a Latina and/or woman of color in
a current academic leadership position within the CSU system. (RQ1)
9. Tell me about the types of support you have received, if any, throughout your higher
education career. (RQ3)
• Who has provided this support?
• Can you give me an example of what that support looked like for you?
10. Please describe how mentorship has been part of your career. (RQ3)
• Can you share who have been your mentors?
• What are some positive elements of mentorship through your own experience?
11. Tell me about the programs you have available for Latinas and a woman of color in a
leadership position at your current university or outside the university. (RQ3) Probing
question: Is there a support group for current Latinas and/or women of color in
leadership roles?
12. Please describe if your university offers any professional development regarding
biases in hiring committees for leadership positions. (RQ3)
• Are there guidelines on how diverse the members selected to serve on the
committee have to be?
• Are equity, diversity, and inclusion topics discussed in the professional
development training?
Lastly, I will be asking questions about your personal experiences as a Latina and woman
of color in academic leadership positions; also, I will ask you to reflect on your experiences as a
Latina and woman of color within Academia if you would like to take a break, please let me
know at any moment.
108

13. Have you ever found yourself considering leaving your position for any reason?
(RQ2) Probing question: If yes, can you provide more details?
14. Have you ever found yourself experiencing extreme challenges in the workplace as a
Latina leader? (RQ2) Probing question: Can you share some specific examples?
15. As a Latina within an academic leadership role, how do you see your intersecting
identities being critical for the role that you play within academia? (RQ1)
16. If you can give any advice to future Latinas or women of color interested in pursuing
academic leadership roles, what advice might that be?
17. Do you have any recommendations or ideas for increasing the numbers of Latinas and
/or women of color in academic leadership roles?
Closing
Would you like to share something that you feel I might have missed?
Thank you for being open and honest with me. I appreciate you taking the time to
participate in this study. Future generations of women leaders will hopefully read this, learn they
are not alone, and learn from your experiences. If I have some follow-up questions, would you
prefer a phone call or an email? Please feel free to contact me if you have any questions after our
interview. Thank you for answering all these questions and assisting in my study.

Abstract (if available)

Abstract The goal of this study was to examine the experiences of Latinas in academic leadership positions and help future Latinas who might consider these positions. This study also aimed to understand why there is a shortage of Latinas in academic affairs leadership in the CSU system through the lens of critical race theory (CRT) to shed light on the participants’ racialized experiences and what contributes to their retention and job satisfaction. Using a qualitative research design, 11 participants were interviewed to learn about their experiences as women of color in higher education leadership and how their higher education experiences made them into the leaders they are today. The common themes centered on their career pathways, juggling multiple roles, challenges in their roles, and leadership support. Additionally, findings connected to the role of comadres (close friends) and consejos (advice) in the interviewees’ careers. The study’s implications pertain to the power of storytelling in the literature. Recommendations emphasize the CSU to create policies and practices tailored for Latinas in programs centered on mentorship and sponsorships, leadership and development training, and support work-life balance initiatives.

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Asset Metadata

Creator Cervantes, Vanessa Dolores (author)

Core Title Women in academic leadership: the systemic struggles and representation of Latinx women in higher education

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Degree Conferral Date 2023-08

Publication Date 07/25/2023

Defense Date 06/27/2023

Publisher University of Southern California. Libraries (digital)

Tag CSU,Higher Education,intersectionality,job satisfaction,Latinas,leadership,microaggression,OAI-PMH Harvest,women of color

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Banuelos, Sheila Marie (committee chair), Hinga, Briana (committee member), Peyton, Claudia (committee member), Torres-Retana, Raquel (committee member)

Creator Email vcervantes1913@gmail.com,vdcervan@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113289512

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Legacy Identifier etd-CervantesV-12148

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Rights Cervantes, Vanessa Dolores

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