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Grinding harder than a molcajete: a qualitative study of Latina charter school principals

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Grinding harder than a molcajete: a qualitative study of Latina charter school principals

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Content GRINDING HARDER THAN A MOLCAJETE:
A QUALITATIVE STUDY OF LATINA CHARTER SCHOOL PRINCIPALS
by
Natalie Mejia
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2020
Copyright 2020 Natalie Mejia

ii

Dedication
I would not be here today without the support, love, and encouragement of my family—
familia de sangre y de mi corazón. To mi amá, you raised me to be a strong and independent
woman. Over the years, you instilled in me the courage needed to use my voice and to speak my
mind. To my apá, you raised me to love unconditionally and to accept each as they come. You
modeled for me the value of hard work and the importance of maintaining a strong work ethic.
To my brother Miguel, thank you for always having my back—no matter what. I know I will still
be able to count on you through thick and thin. To my younger sister Twinky, with each passing
day, our bond gets stronger. I appreciate you always being there to listen and making laugh every
day. To my niece, Gen, and nephew Angel, remember to work hard towards your dreams.
Nothing in life comes without personal sacrifice and commitment. Find something you’re
passionate about and go after it relentlessly. To my tias y tios, primas y primos—I love you all.
Thank you for always believing in my potential. Lastly, to my fiancé, Kerwin, thank you for
loving me as I come and for always believing in me, even in those moments where I doubt
myself. You love me in the purest sense, and I am blessed to have found my partner on this
journey we call life.
Y para las mujeres in the struggle: Mujer, usted es una guerrera. Proviene de un largo
linaje de guerreras que batallaron para mantener su dignidad en estas nuevas tierras. Mujeres
antepasadas que vivieron cada día para inculcar en sus hijos/as el orgullo de trabajar y honrar
a la familia. A todas mis chicas del barrio ascendientes, seamos siempre capaces de mantener
nuestras cabezas alzadas en alto y mantener nuestro sueño vivo para todas los que nos seguirán.

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Acknowledgements
In the words of my committee member, Dra. Navarro, it takes a pueblo. Becoming
Doctora Mejia has been about a 10-year journey, and I wouldn’t be where I am today without mi
pueblo.
I want to acknowledge my dissertation chair, Dr. Briana Hinga, who guided our
dissertation group through this journey and motivated us to believe in ourselves throughout our
program. Your kind spirit and gentle way of being always provided us with the reassurance that
would make it to this moment. I would also like to acknowledge the support and expertise of the
rest of my dissertation committee: Dr. Michael Escalante and Dr. Melissa Navarro. Your
guidance and knowledge provided me with the structure needed for me to complete this journey.
Dr. Navarro, I especially appreciate all of the long nights, phone conferences, and words of
affirmation your leadership provided me during this process.
Secondly, I would like to acknowledge the participants of this study—Mrs. Herencia,
Mrs. Esperanza, Ms. Whittier, Dr. Hernandez, and Ms. Legacy—for taking the time to share
your journeys with me. Each of you holds a special place in my heart because, along my journey
into school leadership, I looked to each of you for inspiration and motivation. Thank you for
leading fearlessly and showing up each day to the arena.
Next, I would like to acknowledge my dissertation team members from our weekend
cohort! Our late Friday nights at USC and early Saturday mornings will not be forgotten. It was
my privilege to have learned alongside each of you. To my doctoral homies—Dr. Hernandez, Dr.
Reynaga, Dr. Felix, Dr. Flores, Dr. Baltazar, y Dr. Espinoza—I am forever thankful for our lives
crossed paths. I couldn’t have done this without each of you—gracias por apoyarme siempre.

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Additionally, I would like to thank my extended family from the east coast to the west
coast who, through the years, reminded me that I have what it takes to lead. My b-more crew,
you know who you are—Jenn, Reginald, Dr. Sarmiento, Natasha, and Nikki Devonee—you are
my extended family who through the years have affirmed me each step of the way. To my
homies from high school—thank you for always keeping me humble and taking pride in where
we come from. Para las RHOsas who’ve mentored me and inspired me to become the woman I
am today. Thank you all for the words of encouragement, celebration cards and dinners, and,
most importantly, for your friendship through the years. Todas ustedes me inspiran a ser mejor.
Finally, I would like to end by acknowledging my colleagues, students, and parents
across the nation who have encouraged me over the years. My colleagues in the struggle who
grind just as hard as I do to provide our students with access to a rigorous and high-quality
education. Thank you for being in the lucha. To my students, you are the reason why I show up
every day. I believe in your potential to pursue your dreams and strengthen our neighborhoods.
Don’t ever let anyone tell you otherwise.
I look forward to the day you each pay it forward and remember that Ms. Mejia always
demanded that you be the best version of you because you’re capable.

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Table of Contents

Dedication ........................................................................................................................... ii
Acknowledgements ............................................................................................................ iii
List of Tables .................................................................................................................... vii
List of Figures .................................................................................................................. viii
Abstract .............................................................................................................................. ix

CHAPTER 1: OVERVIEW OF THE STUDY ............................................................................... 1
Background of the Problem ................................................................................................ 3
Careers and Identity ................................................................................................ 4
Latina Leadership.................................................................................................... 5
Statement of the Problem .................................................................................................... 6
Purpose of the Study ........................................................................................................... 7
Research Questions ............................................................................................................. 8
Importance of the Study ...................................................................................................... 8
Definitions of Terms ........................................................................................................... 9
Organization of the Study ................................................................................................. 12

CHAPTER 2: REVIEW OF THE LITERATURE ....................................................................... 13
History of Charter Schools and Their Development in California ................................... 13
Charter School Leadership .................................................................................... 17
Theoretical Frameworks ................................................................................................... 19
LatCrit and Latina Leadership .............................................................................. 20
Chicana Feminist Theory and Latina Leadership ................................................. 22
Resilience Theory ............................................................................................................. 23
Individual Characteristics ..................................................................................... 24
Family Strengths ................................................................................................... 25
Cultural Factors ..................................................................................................... 26
Community and Social Support ............................................................................ 27
Chapter Summary ............................................................................................................. 28

CHAPTER 3: RESEARCH METHODOLOGY .......................................................................... 30
Research Questions ........................................................................................................... 31
Research Design................................................................................................................ 31
Theoretical Frameworks ................................................................................................... 32
Population and Sample ..................................................................................................... 33
Data Collection ................................................................................................................. 34
Data Analysis .................................................................................................................... 35
Subjectivity and Personal Limitations .............................................................................. 36
Credibility and Trustworthiness ........................................................................................ 36
Positionality ...................................................................................................................... 37
Ethical Considerations ...................................................................................................... 39
Chapter Summary ............................................................................................................. 39

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CHAPTER 4: FINDINGS............................................................................................................. 41
Purpose of the Study Restated .......................................................................................... 42
Study Participants ............................................................................................................. 43
Mrs. Herencia ........................................................................................................ 45
Mrs. Esperanza ...................................................................................................... 46
Ms. Legacy ............................................................................................................ 46
Dr. Hernandez ....................................................................................................... 47
Ms. Whittier .......................................................................................................... 48
Lived Experiences and Career Paths................................................................................. 49
Raíces Familiares (Family Roots) ......................................................................... 50
Valores Personales (Personal Values) .................................................................. 53
Identidad de Liderazgo (Leadership Identity)....................................................... 56
Summary of Lived Experiences and Career Pathways ......................................... 58
Motivations and Paths to Influence................................................................................... 58
Raíces Familiares (Family Roots) ......................................................................... 59
Valores Personales (Personal Values) .................................................................. 61
Identidad de Liderazgo (Leadership Identity)....................................................... 63
Summary of Motivations and Paths to Influence .................................................. 66
Chapter Summary ............................................................................................................. 67

CHAPTER 5: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS ..................... 69
Summary of the Findings .................................................................................................. 73
Limitations ........................................................................................................................ 74
Implications for Practice ................................................................................................... 75
Recommendations for Future Research and Call to Action.............................................. 75
Use Counterstories .............................................................................................. 752
Create and Expand Recruitment Efforts ............................................................. 753
Create Mentorship and Fellowship Opportunities .............................................. 754
Conclusion ........................................................................................................................ 80

References ..................................................................................................................................... 83

Appendix A: Research Participants’ Invitation E-Mail .............................................................. 100
Appendix B: Informed Consent .................................................................................................. 101
Appendix C: Preliminary Survey ................................................................................................ 103
Appendix D: Interview Questions (Preguntas Para las Pláticas) ................................................ 104

vii

List of Tables
Table 1 Definitions of Terms ........................................................................................................ 10

Table 1 .......................................................................................................................................... 10

viii

List of Figures
Figure 1 Charter School Authorizers ........................................................................................... 16
Figure 2 Model Displaying the Interconnectedness of Theoretical Frameworks to Latina
Leadership ..................................................................................................................... 20
Figure 3 Four Common Themes of Resilience Among Latina/o Immigrant Families ................ 24
Figure 4 Emerging Themes From the Study ................................................................................ 42
Figure 5 Five Tenets of Critical Race Theory in Education ....................................................... 70
Figure 6 Recommendations and Call to Action ........................................................................... 76

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Abstract
This qualitative study aims to understand how five Latina charter school principals view the
impact of race, gender, and culture on shaping their professional experiences within urban school
contexts. Employing LatCrit and Chicana feminist theory, this study seeks to answer the
following research questions: How do Latinas describe their lived experiences and career paths
to a charter school principalships? What are motivating, or facilitating, influences that contribute
to the leadership practices of Latina principals in charter schools? The testimonios of five Latinas
principals in charter schools provide new understanding to our current concepts of educational
leadership and theory. Through the collection of the participants’ testimonios, pláticas were
designed to capture lived experiences as well as perceptions of their lived experiences as charter
school principals. The pláticas were conducted with five Latina urban charter school principals in
California. The analyses of the five pláticas were interpreted and reflected in the following
themes: raíces familiares (family roots), valores personales (personal values), and identidad de
liderazgo (leadership identity). Testimonios each described the influence culture, ethnicity,
social class, and gender play in navigating their educational and professional careers.
Testimonios described formal and informal support systems each participant accessed on their
journey in achieving leadership positions within charter schools. Common findings from the
pláticas suggest means of achieving change and recommendations for future research to improve
recruitment, mentoring, promotion, and retention to value Latinas’ contributions and strengthen
the leadership workforce in charter schools. Each of the pláticas contribute positive counter-
stories as exemplars and models for Latina youth and other women working to become principals
and superintendents in K-12 charter schools in California.

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CHAPTER 1: OVERVIEW OF THE STUDY
Less than 30 years ago, only 2.4% of all K-12 public school principals in the United
States identified as Latina (Hill et al., 2016). By 2001, that number more than doubled to 5.7%
(U.S. Census Bureau, 2001). As more Latina educators assume school leadership positions in K-
12 settings, essential and timely concepts should be explored in academic literature. For
example, there is a need for current research efforts to capture Latinas’ contributions to the U.S.
public education system, as well as literature describing and assessing the intersectionality of
race, gender, and cultural factors that impact the leadership styles of K-12 Latina charter school
principals (Niño et al., 2017). Scholars have tried to capture contributions of predominantly
Latina/o schools in U.S. public schools (e.g., Hernandez & Murakami, 2016; Hernandez et al.,
2014); however, more work is needed to investigate the impact Latina school leaders have across
the United States, especially in low-income, public charter schools.
Existing research tends to assume White heteronormative standards (Northouse, 2018).
Audre Lorde (1984) reminds us that for too long, the standard of educational leadership has been
portrayed, implicitly or explicitly, as White, male, young, heteronormative, and Christian. This
antiquated standard is unrepresentative of the cultural shifts present in our nation. It fails to
recognize the impact diverse ethnic groups make on our U.S. educational system. As the largest
ethnic group in the United States, with a population of 55.4 million (U.S. Census Bureau, 2015),
Latina/os make up the fastest-growing ethnic population, thus creating a significant need to study
the contribution of Latina/o educators and administrators in public schools (Murakami et al.,
2016), at both district and charter schools. While studying this phenomenon, it is particularly
important to research the impact Latina principals have within charter schools, for these schools
currently make up 9.18% of California’s total public-school enrollment (National Alliance for

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Public Charter Schools, 2016). Charter schools are serving an estimated 581,000 students
throughout the state of California (National Alliance for Public Charter Schools, 2016) and
explicitly serving 138,000 students from kindergarten through 12th grade in Guillen and Taylor
Unified School District (G.T.U.S.D.). This district currently has 20% of its students’ population
enrolled in charter schools, making charter schools a significant part of G.T.U.S.D and nation at
large. By honoring the lived experiences of Latina charter school leaders, we can present a
counter-story of resilience and offer a new definition of effective principal leadership.
Contrary to stereotypes that describe Latinas as docile and mainly family- and home-
oriented women, Latinas serve in educational leadership roles from local to national levels
(Mé ndez-Morse et al., 2015). The leadership of Latina women has historically been present;
however, not all contributions have been formally recognized in current leadership literature.
During the past decade, an increasing number of research studies have focused on, or included,
Latina principals; however, most of these studies have been dissertations (e.g., Carrión-Méndez,
2009; Hernandez, 2005; Weatherly, 2011). While these studies increase understanding of the role
of Latina school leaders, there is a need for additional empirical literature on Latinas and charter
school leadership. As the Latina/o student population continues to grow and school models
continue to evolve, we should look at leadership approaches that mirror these changing
demographics (Avalos & Salgado, 2016; Carrión-Méndez, 2009).
This qualitative study, featuring testimonios of five current Latina charter school leaders,
works to counter the content, narrative, and operational assumptions characteristic of traditional
literature on school leadership (Delgado Bernal, 2002; Méndez-Morse et al., 2015). Through this
investigation of Latina charter school principals, leadership theory can expand and offer
alternative approaches to leadership (Avalos & Salgado, 2016; Carrión-Méndez, 2009). The

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stories and experiences contained herein will help to illuminate how race, gender, and the
development of cultural identity contribute to leadership practice in K-12 charter schools
(Méndez-Morse et al., 2015; Prieto & Villenas, 2012).
This dissertation captures the lived experiences of five Latina charter school principals
through their testimonios. These first-person accounts—offered by Latina charter school leaders
who have faced instances of social and political inequity, oppression, and marginalization—
legitimize often-excluded Latina voices (Huber et al., 2014; Niño et al., 2017). Indeed, studies
such as this one place the experiences of Latina principals at the forefront of leadership research
and validate the knowledge and experiences Latina charter school principals contribute to the
U.S. educational system (Avalos & Salgado, 2016; Carrión-Méndez, 2009; Méndez-Morse et al.,
2015).
Background of the Problem
Principals play a significant role in facilitating the success of a school, and student
achievement, overall (Militello et al., 2015; Ross & Berger, 2009). This claim is based on
evidence that demonstrates a principal’s impact on student learning as second only to teachers
(Fullan, 2014; Gardiner et al., 2009). As effective school leadership continues to evolve, defining
leadership solely through the lens of authority is a myopic view of its scope. Principals should
actively advocate for all students by cultivating an inclusive school environment and ensuring
that the climate of the school meets not only the academic but also the emotional and social
needs of students (Gardiner & Enomoto, 2006; Fullan, 2014). All schools should have effective
leaders who not only believe all children can learn but are reflective of the racial and cultural
demographics of the school and community at large (Emdin, 2016; Fullan, 2014; Ladson-
Billings, 1995; Sherman & Sperandio, 2010). As the number of Latina/o students enrolled in

4

charter public schools increases, the need to have Latina principals leading these schools
becomes more critical (Gardiner & Enomoto, 2006).
Latinas represent a growing population in the United States. It is estimated that the
number of Latinas living in the United States will increase from 16.4% to 25.7% by 2050
(Jackson, 2013). Additionally, Latinas represent 7.2% of the total U.S. workforce, and by 2024
are expected to comprise 8.5% of it (McGrew & Bahn, 2017). While Latinas are represented
within the U.S. workforce, data suggest there is a long way to go to close the structural, racial,
and ethnic inequities Latinas experience when entering and succeeding in the labor market,
including the education sector (Jackson, 2013; McGrew & Bahn, 2017).
Although the level of educational attainment among Latinas has risen in the past few
years, it remains significantly lower than White women (Jackson, 2013). The academic
achievement gap between Latina students and other women of color is also significant (Lopez,
2009). Latina students have the lowest levels of educational attainment at every stage of the
academic journey (Burciaga et al., 2009). In 4-year university settings, Latina experiences are
often marked by dissatisfaction, cultural incongruence, and discouragement to continue pursuing
further education (Aguilar et al., 2003; Villalpando, 2004). These are some of the many barriers
Latina women face in their leadership trajectory, demonstrating a need to document the
resiliency of Latina women in K-12 leadership positions through testimonios.
Careers and Identity
Research studies on female administrators infrequently include women of color, although
the representation of these women in the workforce has increased (Mé ndez-Morse et al., 2015).
Current literature focused on K-12 charter school leadership development offers little to no
information on the Latina career trajectory, professional experiences, or lived experiences that

5

contribute to their success as principals in schools (Mé ndez-Morse et al., 2015). Latina voices
are scarce in literature focused on charter schools. Ultimately, this makes it more difficult for
Latinas who aspire to become leaders in K-12 charter schools to identify role models or to help
expand understandings of academic achievement and principal effectiveness.
Latina Leadership
Bolman and Deal (2000) have offered practices and behaviors that represent effective
leadership. While this literature is robust for exploring specific actions that yield tangible results
in student achievement, the research fails to include the practices and behaviors particular to
Latina/os. Researchers, such as Bordas (2007), are among the few who suggest the particular
contributions Latina/os offer as effective leaders. Moving beyond the general discussion of
Latina/os and their role as leaders has become increasingly crucial as Latina/o students currently
make up 54% of total enrollment at all public schools across the nation (California Department
of Education, 2016). With more than 3,360,562 students enrolled in district and charter schools
across the United States, Latina/os are an essential part of our public-school cultural fabric and
are central to the state’s future economic prosperity (California Department of Education, 2016).
Focusing on Latina leaders can broaden our understandings of effective leadership, recognize the
contributions Latinas bring to high performing charter schools, and understand the influence race
and ethnic identity have on school leadership.
Current research on Latina educational administrators indicate that even though Latinas
are obtaining more access to education than in previous generations and are more independent
economically and politically (Gutié rrez et al., 2006), they continue to serve as principals and
superintendents in low numbers (Brunner & Grogan, 2005). Minority women aspiring to, or
working in, educational leadership positions may experience various obstacles like ethnic

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stereotyping, lack of formal mentoring toward a campus- or district-level leadership position, or
tension between the needs of their culture and the demands of the workforce. Chicana feminist
theory describes the space between these two cultures as hybrid or third spaces (Anzaldúa,
1987).
Gloria Anzaldúa (1987) wrote about the tension experienced by Latinas when they are
torn between their ethnic culture and the demands of a U.S. work organization. She argued that
women in this hybrid space learn two ways of thinking, speaking, and behaving: one for home
and one for work. Learning more about how Latina charter school principals, in particular,
navigate the space between two cultures—maintaining one’s ethnic or cultural identity while also
adapting to the dominant culture—can contribute to a body of research that seeks to promote
Latina resilience and leadership in public schools.
As a Latina who is pursuing a career as a K-12 charter school principal, I sought to
provide Latina charter school principals with a space to share their journeys in obtaining
leadership positions. By collecting participant testimonios through interviews designed to
capture lived experiences, along with perceptions of these experiences, this study may influence
the preparation, employment, retention, and promotion of charter school administrators in
general. Additionally, the pláticas captured in the study may promote authentic dialogue at the
local and national level.
Statement of the Problem
In the United States, women represent 46.9% of the modern workforce (Bureau of Labor
Statistics, 2017) and approximately 72% of the educational workforce (Domenech, 2012).
Although women are highly represented in the educational workforce, they remain
underrepresented in K-12 public school leadership positions. Currently, 54% of women hold

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leadership positions in elementary schools, 26% at the secondary level, and nearly 24% serve as
superintendents (Domenech, 2012). Furthermore, there is a significant imbalance in the
percentage of minority women in educational leadership positions. For example, only 6% of
public-school principals are Latina, compared to 52% of school leaders who identify as White
and female (Fiore & Curtin, 1997).
This study employs testimonios, a form of narrative that is rooted in the sociopolitical
struggles of Latin American people (Delgado Bernal et al., 2012), and key informant interviews
to understand the experiences of Latina charter school principals. This research is timely and
essential to the millions of Latina/o students in U.S. public schools who lack principals with a
shared ethnic background and cultural understanding. These findings contribute to the literature
on minority women in educational leadership positions by emphasizing the need to achieve
parity and also help guide policy and decision-makers in challenging the dominant narrative
about principal leadership traits and qualities. To advance racial and gender equality, as a matter
of social justice and equity, researchers should consider whose voices and experiences are heard
and whose voices and experiences are left out of the literature. Understanding the difference
Latinas can, and do, make in charter schools is necessary to change prevailing notions of who is
a leader and who is not.
Purpose of the Study
Through this study, I employ a qualitative testimonio (Carmona, 2010) design to
understand the experiences of five Latina principals as they navigate principalships in K-12
charter schools in California. By offering a counter-narrative of who a leader is and how she is
defined, these testimonios help bridge a gap in current educational leadership literature. In

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learning from the lived experiences of these Latina charter school principals, this dissertation
contributes to the limited research on this topic.
Specifically, this study examines: (a) the factors that contribute to leadership practices
among Latina principals in charter school settings; (b) the perceived influence of culture,
ethnicity, social class, and gender in achieving leadership positions in charter schools; and (c) the
formal and informal support systems Latina principals access during tenure as K-12 charter
school principals.
Research Questions
This research project was guided by the following questions:
1. How do Latinas describe their lived experiences and career paths toward charter school
principalships?
2. What are the motivating or facilitating influences that contribute to the leadership
practices of Latina principals in charter schools?
Importance of the Study
As a first-generation Mexican American woman, I felt a clear separation between my
school and home life. Learning to navigate these spaces led to the creation of my third identity
(Anzaldúa, 1987), one in which I was charged with the responsibility of meeting the cultural and
professional expectations as a daughter of Mexican immigrant parents and a student in pursuit of
higher education in elite public and private institutions. Now, as an assistant principal of a
charter school in Southern California, my experiences have helped me recognize the racial,
social, and political systems of discrimination on both macro- and micro-levels that prevent the
advancement of Latina leaders, like myself, in K-12 settings.

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As administrators and teachers, Latinas play a critical role in addressing the crisis of
Latina/o educational attainment (Méndez-Morse et al., 2015). While a growing number of
Latinas have stepped into these roles, we still represent a minority of educational leaders
nationwide. Limited research exists to explain why this gap has persisted over the past 30 years.
Moreover, the available research frequently offers a deficit-based view of the Latina/o
community. Individual community members are positioned as directly responsible for their
shortcomings, rather than viewed against the backdrop of the political, human resources,
structural, and symbolic frames (Bolman & Deal, 2000) that influence the advancement of
certain people over others into positions of leadership (Yosso & Soló rzano, 2006). More research
is needed to recognize, cultivate, and build on the strengths Latinas bring to public school
leadership models and systems (Méndez-Morse, 2003, 2004; Pedroza & Méndez-Morse, 2016).
By honoring the voices of the Latina women who are navigating the cultural and political
spheres, other women who decide to engage on this journey may see themselves represented in
the literature and find pathways and systems of support for principalships.
Definitions of Terms
For the purpose of this study, the following terms are defined based on the literature reviewed.

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Table 1
Definitions of Terms
Term Definition
Achievement gap The achievement gap is a matter of race and class. Across the U.S., a
gap in academic achievement persists between minority and
disadvantaged students and their white counterparts (Ladson-
Billings, 2006).
Authorizing LEA The authorizing local educational agency (LEA) refers to the local
educational agency that has authorized the charter. Charter schools
can be authorized by a school district, county office of education, or
the State Board of Education.
CMOs Charter Management Organization; an educational organization that
operates charter schools within a geographical location.
Conversion charter A conversion charter school is a preexisting traditional school that
converts to a charter.
Core values On an individual level, values are social principles, goals, and
standards that members of a culture believe have intrinsic worth
(Hatch & Cunliffe, 2006). They serve as guiding principles in
individuals’ lives.
Direct-Funded
charter
A charter school that elects to receive funding directly from the state.

Ethnicity The cultural factors such as nationality, culture, ancestry, language and
beliefs (Ogbu, 1992).
Familismo Family closeness and loyalty (Falicov, 1998).
First-Generation
students
“First-generation students can come from families with low incomes
or from middle- or higher-income families without a college-going
tradition. Some have parents who support their plans for higher
education; others are under family pressure to enter the workforce
right after high school” (College Board, 2015).
Gender The socially constructed roles, behaviors, activities, and attributes that
a given society considers appropriate for men and women (Bjork,
1999).
Hegemony The social, cultural, ideological, or economic influence exerted by a
dominant group over subordinate groups. The validation and
normalization of this hegemonic knowledge constructs perceptions
of People of Color and provides privilege to whites (Delgado &
Stefancic, 2001).
Intersectionality This is a term used by Delgado Bernal (2002) to explain the precarious
position of Latina females in U.S. society as they often experience
racism, sexism, and other forms of oppression (such as gender-role
stereotypes) simultaneously.

11

Term Definition
Latina/o A person who was born or lives in South America, Central America, or
Mexico or a person in the U.S. whose family is originally from South
America, Central America, or Mexico (Merriam-Webster Dictionary
Online, 2015). This study uses the term Latina to be representative of
Chicana and Hispanic.
Latinidad An identity term used by Latinas that includes gender and ethnicity
simultaneously or in tandem (Méndez-Morse et al., 2015).
Latin/o gender roles
expectations
This term refers to the thoughts, feelings, and behaviors identified
historically, traditionally, and/or culturally as either female or male
within the Latina/o culture. These gender expectations are implicit in
every aspect of daily life and can be restrictive for females in
particular (Cammarota, 2004).
Locally-Funded
charter
A charter school that elects to receive funding through its authorizing
LEA.
Mentor Individual who holds experience and knowledge and works with others
to develop their skills (Cohen, 1995).
Patriarchy Social organization based upon the supremacy of the Father. In a
patriarchal social order, those who are like the Father – that is, male,
but especially white, rich, heterosexual males – are privileged over
those who are unlike the Father – that is female, non-white, non-rich,
non-heterosexual (Gaspar de Alba, 2005)
Pláticas Informal conversations that take place in one-on-one group spaces, and
which are a “way to gather family and cultural knowledge through
communication of thoughts, memories, ambiguities and new
interpretations” (Gonzalez, 1998).
Principal Person whose main responsibility is to serve as the educational and
instructional leader of the school. (Brayfield et al., 1957; Waters et
al., 2003). This term will also be used to reference assistant
principals and used interchangeably with school leaders.
Principalship One who holds a position of presiding rank, especially the head of an
elementary school, middle school, or high school.
Race A social construct that is based on a person’s physical appearance, such
as skin color (Cammarota & Romero, 2006).
Resilience According to Gordon (2002), it is the ability to thrive, mature, and
increase competence in the face of adverse circumstances or
obstacles. In order to do this a person must draw on all of her/his
resources: biological, psychological, and environmental.
School district A local education agency that operates schools in a local geographic
location.
Start-Up charter A start-up charter school is a new school that has never existed or
served students before.
Superintendent The administrator or manager in charge of multiple schools within a
school district.

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Term Definition
Testimonios Qualitative method of collecting personal stories from participants as a
means to share their experience in navigating the educational
experience (Delgado Bernal, 2002; Creswell & Poth, 2016).
Title I school According to ESEA, as amended by NCLB, this federal policy
provides supplemental funding to state and local education agencies
for children of low-income families in an effort to provide all
children significant opportunity to receive a fair, equitable, and high-
quality education (California Department of Education, 2019).
White privilege As described by Peggy McIntosh (1988), White privilege is the often-
invisible set of unearned privileges enjoyed by those who are White
in U.S. society. These advantages play out at all levels of daily life
and tend to leave people of color at a disadvantage.

Organization of the Study
This dissertation includes five chapters. In Chapter 1, I laid the foundation for a timely
study on Latina principals that fills significant gaps in the literature, especially in charter schools.
I outlined the research problem, purpose, significance, and research questions guiding the study.
Chapter 2 includes a review of the literature that identifies and responds to the gap in the
research on Latina principals in charter school settings and outlines existing research of
relevance. Chapter 3 presents the research design methodology and describes the study
population, data collection tools, and analysis procedures used in this study. Chapter 4 presents
the thematic research findings. Chapter 5 explores the implications of the results, presents
conclusions drawn from the data collected, and brings attention to opportunities for future
research on this topic.

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CHAPTER 2: REVIEW OF THE LITERATURE
This study considers the unique experiences of Latina charter school principals in
California and the described lived experiences and career paths toward charter school
principalship. This study seeks to explore the motivating or facilitating influences that contribute
to the leadership practices of Latina charter school principals. The chapter presents a review of
the literature in relation to this study’s critical focus. The chapter is divided into three sections:
(a) history of charter schools and significance in California and charter school leadership, (b)
theories used to frame this study—LatCrit and Chicana feminist theory—and how they can be
used to understand the unique challenges faced by Latina leaders, and (c) explores resilience.
Although these various bodies of literature are distinct, they are also interwoven due to the
complex nature of the lived experiences of Latina charter school principals. All research
presented in the chapter forms part of the prevalent themes relevant to the pathways of the Latina
charter school principals in this study.
History of Charter Schools and Their Development in California
In 1974, Ray Budde, a teacher, principal, and later a professor at the University of
Massachusetts, drafted the concept of charter schools. Budde wrote a paper titled “Education by
Charter,” which outlined some ideas for the reorganization of school districts. His proposal
included moving from a four-level line and staff organization to a two-level form in which
groups of teachers would receive educational charters directly from the school board and would
carry the responsibility of instruction (Kolderie, 2005, p.1). Budde’s strategy included the
reorganization between the school district and the teachers. He believed that schools could be
improved through innovative programming or in-service training, and this solution would be a

14

great alternative to the considerable dissatisfaction expressed by educators with the public
education system (Budde, 1996).
Later in the 1980s, the media attention surrounding the Nation at Risk report and the
Carnegie Forum report prompted educators across the country to consider restructuring whole
school systems (Kolderie, 2005). In 1988, Budde released a book titled, Education by Charter:
Restructuring School Districts. Here, he proposed that a team of teachers could be chartered
directly by a school board for a period of 3 to 5 years (Budde, 1998). He stated, “No one—not
the superintendent, or the principal, or any central office supervisors—would stand between the
school board and the teachers when it came to matters of instruction” (Budde, 1998, p. 72). The
book was widely circulated to anyone who was interested in the reorganization of public
education at the local level (Budde, 1998).
Soon after the book was released, the president of the American Federation of Teachers,
Albert Shanker, proposed for teachers and others to submit proposals to set up independent
public schools within their district’s buildings (Budde, 1998). The proposal was titled “Charter
School,” in which Shanker gave credit to Ray Budde for his book, Education by Charter (Budde,
1998, p. 73). Following the proposal, the CEO of Cray Research, John Rollwagen, picked up the
idea and modified the concepts originated by Budde and Shanker (Kolderie, 2005). Rollwagen,
“envisioned a framework of state policy and the possibility of schools being authorized by the
state as well as the school board” (Kolderie, 2005, p. 2). In October 1988, a committee of the
Citizens League planned a proposal that would be presented to two legislators, Senator Ember
Reichgott and Republican House Representative Ken Nelson at the Itasca Seminar (Kolderie,
2005). In 1989, Senator Reichgott’s charter provision got into the Senate omnibus bill, but it was
rejected. In 1991, he tried again, this time submitting a compromised version from the House,

15

and it was signed into law by the Senate and Governor Arne Carlson, the governor of Minnesota
at that time (Kolderie, 2005).
Signing charter schools into law put Minnesota at the forefront of the nation in passing
legislation to create the first charter schools (Schroeder, 2004). In 1992, City Academy High
School became the first charter school to open its doors in St. Paul, Minnesota. As more charter
school proposals began to appear, word of the Minnesota legislation began to spread across the
country (Schroeder, 2004), particularly in California. Senator Gary Hart authored a bill for
California charter schools. By October 1994, 67 California schools had received approval to
establish charter schools for students in grades K-12 (Anderson & Marsh, 1998). Most were
existing schools that had converted to charter status through the initiative of teachers or a
collaboration of teachers, building or district administrators, and parents (Anderson & Marsh,
1998). Some of the charter schools opened that year were completely new schools; this included
a dozen home schools that provided authorization for families to educate children at home
(Anderson & Marsh, 1998). A few of the “authorized schools were devoted to special programs,
such as dropout recovery for adolescents from at-risk backgrounds” (Anderson & Marsh, 1998,
p. 24). Two of these 67 schools were managed by existing private or nonprofit organizations.
California charter schools promoted the idea that tailoring individual schools to the needs
of students, interests of parents, and abilities of educators would result in more effective schools
and higher student achievement (Edwards et al., 2004). California law authorizing the creation of
charter schools echoed these same ideals. The legislation stated that the intent was to “provide
opportunities for teachers, parents, pupils, and community members to establish and maintain a
school that operates independently from the existing school district structure” (Edwards et al.,
2004, p. 2). The provided independence according to the legislation was to (a) improve pupil

16

learning; (b) increase learning opportunities for all pupils, with a special emphasis on those
identified as academically low achieving; (c) encourage innovative teaching methods; (d)
provide new professional opportunities for teachers; and (d) expanded choice for parents and
pupils within the public school system (Edwards et al., 2004). The California Charter Schools
Act limited the number of charter schools to 100, with no more than 10 schools per school
district (Edwards et al., 2004). Additionally, the Act required the California Department of
Education to complete an evaluation of the charter school 6 years after the effective date of the
law (Edwards et al., 2004, p. 4). Lastly, the Act expanded on the types of authorizers that can
charter a school, as shown in Figure 1.
Figure 1
Charter School Authorizers

Note: Information was collected from the California Department of Education’s Charter School
CalEdFacts (2019).

By 1995, California had approved 100 charter schools, and the State Board of Education
authorized to waive the cap (Edwards et al., 2004). In 1998, Assembly Bill 544 expanded the
statewide cap to 250, allowed for an additional 100 charters each year after that, and eliminated
the 10-school limit on charters within a district (Edwards et al., 2004). The intent was to remain
“revenue neutral,” which meant that the state would not spend more on charter schools than it

17

would’ve otherwise spent to educate the student, had they gone to traditional public schools
(Edwards et al., 2004). The notion was that funding would “follow the student as he/she left a
traditional public school to attend a charter school” (Edwards et al., 2004, p. 4).
As of the beginning of the 2018-19 school year, 1,306 charter schools were operating in
California (California Department of Education, 2019). Approximately 84% of these schools
were start-up schools, and the remainder were conversions of preexisting public schools
(California Department of Education, 2019). Charter schools were located throughout the state in
rural, suburban, and urban areas (California Department of Education, 2019). As of the 2017-18
school year, the number of students enrolled in charter schools was approximately 628,849,
which was about 10% of the public student population in California.
Charter School Leadership
Unlike traditional public schools, charter school principals are not typically supported by
a district infrastructure. A charter school principal must find school buildings, establish and
maintain a budget, recruit school board members, hire and train new staff, and interact with the
governing board and other stakeholders (Vickers, 2014). Portin et al. (2003) examined what
school principals do and their responsibilities. Thus, they hosted in-depth interviews with
principals, vice-principals, and teachers in 21 schools in four cities across various types of
schools: traditional public, private, charter, and magnet. Data demonstrated that charter school
principals distribute their leadership differently from their counterparts. According to the study,
the roles of charter school leadership included all the following components: instructional
leadership, cultural leadership, managerial leadership, human resource leadership, strategic
planning leadership, external development leadership, and micro-political leadership (Portin et
al., 2003).

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Compared to public-school counterparts, charter school principals often deal with
increased responsibility regarding compliance and accountability. The research by Portin et al.
(2003) found that when comparing the role of a charter school leader and that of a traditional
school principal, the traditional principal’s position is “largely constrained to activities around
management, culture, and internal politics” (p. 29). The principal in a traditional school can
delegate roles, which allows more time for strategic planning to occur. Additionally, the
principal in a traditional school can assign other core leadership functions to the assistant
principal(s), teacher(s), or office managers, whereas a charter school principal may be forced to
do more with less due to the difference in funding received (Portin et al., 2003).
In comparison to traditional public schools, a charter school must find its buildings and
pay for facilities out of the education funds allocated per student (Campbell & Grubb, 2008).
Additionally, charter schools do not have access to similar revenue sources for facilities like
traditional school public schools. Traditional public-school districts pay for facilities by issuing
bonds, an avenue that is often unavailable to many charter schools (Krop, 2003). Meaning,
charter schools pay for added facility expenses such as rent, utilities, maintenance, and off-site
storage facilities (Krop, 2003). Charter school leaders are responsible for finding, funding, and
maintaining buildings. Finding a suitable school building and keeping it can create many
challenges for charter school leaders; this is not a challenge a traditional public-school leader
will encounter (Krop, 2003).
While some traditional public-school principals may be in charge of some of the finances
associated with school site spending, the charter school principal is charged with more
significant financial responsibilities (Krop, 2003). Charter school principals are tasked with
ensuring that enrollment is where it needs to be to receive the money that the school has

19

projected in its budget for the school year. The budget must include all the line items that one
would typically see at the district level, including salaries for classified and credentialed staff,
instructional materials, student services, events, and facilities maintenance (Krop, 2003).
As more charter schools are being developed, the need for highly qualified school leaders
is non-negotiable. This section highlighted the history of the charter school movement and its
development in California. Additionally, this section expressed the different characteristics that
are required of a charter school principal, including but not limited to being a visionary in
steering the school to a specific set of goals; being an instructional leader for teachers; building,
maintaining, and sustaining relationships with all staff members and community members; and
overseeing school facilities and maintenance. In the next section, research on Latina leadership
will be examined.
Theoretical Frameworks
LatCrit and Chicana feminist theory provide a strong theoretical foundation for
examining the leadership of Latina charter school principals. These theories promote the
thoughtful reconceptualization of Latinas capacity and agency to transform currents systems of
oppression that exist to further marginalize and devalue the cultural and social capital they bring
to educational research and practice (Delgado Bernal, 2002). Both LatCrit and Chicana feminist
theory work to challenge the deficit-based views of the Latina/o community and offers the space
examine how these theoretical frameworks work together to strengthen the experiences of Latina
principals within charter schools (Delgado Bernal, 2002). Figure 2 illustrates the interconnected
of the theoretical frameworks used in this study.

20

Figure 2
Model Displaying the Interconnectedness of Theoretical Frameworks to Latina Leadership

LatCrit and Latina Leadership
The perspective of Latina charter school principals is largely underrepresented in the
literature. Their silenced voices, like those of other minority groups, is an example of the
systemic racism that is endemic in institutions, including schools (Pérez Huber, 2010; Solórzano
et al., 2000; Stovall, 2005). As a response to this exclusion, this qualitative study includes the
voices of Latina women currently serving as charter school principals in California. Latina/o
critical race theory (LatCrit) was used as the overarching framework for this study as a means to
promote the lived experiences and motivating influences that contribute to the leadership
practices of Latina charter school principals (Pérez Huber, 2010; Solórzano et al., 2000; Stovall,
2005).

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LatCrit is an extension of the efforts of critical race theory (CRT) in educational research,
the latter which centers on the ways race, class, gender, sexuality, and other forms of oppression
manifest in the educational experiences of People of Color (Pérez Huber, 2010; Solórzano et al.,
2000; Stovall, 2005). CRT draws from “multiple disciplines to challenge dominant ideologies
such as meritocracy and colorblindness, which suggest educational institutions are neutral
systems that function the same ways for all students” (Pérez Huber, 2010, p. 78). The framework
challenges this neutrality by “learning and building from the knowledge of Communities of
Color whose educational experiences are marked by oppressive structures and practices” (Pérez
Huber, 2010, p. 78).
LatCrit is distinct from CRT because it reveals the ways Latina/os experience race, class,
gender, and sexuality (Pérez Huber, 2010; Solórzano et al., 2000). It keeps into perspective how
the issues of immigration status, language, ethnicity, and culture also impact the experience of
race, class, gender, and sexuality (Pérez Huber, 2010; Solórzano et al., 2000). In utilizing
LatCrit, the “researcher is better able to articulate the experiences of Latina/os specifically,
through a more focused examination of the unique forms of oppression this group encounters”
(Pérez Huber, 2010, p. 79). The efforts to reveal racism in education are a conscious move
toward social and racial justice and empowerment among Communities of Color (Pérez Huber,
2010; Solórzano et al., 2000).
Historically, racial constructs have been used as a tool to maintain and perpetuate racism
(Pérez Huber, 2010; Solórzano et al., 2000). By validating White values, beliefs, and knowledge
over those of People of Color, we further perpetuate specifically institutional racism, which
creates social inequities based on racial hierarchies (Pérez Huber, 2010; Solórzano et al., 2000).
A result of institutional racism is the preservation of White supremacy, which can be understood

22

as a “system of racial domination and exploitation where power and resources are unequally
distributed to privilege white and oppress People of Color” (Pérez Huber, 2010, p. 79).
Researchers such as Solórzano et al. (2002) argue that the belief of being superior to others,
acting on superiority over others, and holding that superiority over multiple racial and ethnic
groups are all fundamental elements of racism. For many centuries, White researchers have
victimized People of Color and communicated their experiences from a deficit perspective in an
effort to justify and protect White supremacy (Pérez Huber, 2010; Solórzano et al., 2000). Prior
to the development of CRT, People of Color and their voices were absent in the dominant
literature and discourse. This limited the ability for Latinx and other people of color to define
their real or perceived lived experiences for themselves, as well as the ways the intersectionality
of race, class, gender, and sexuality have on these experiences. This context demonstrates the
significance of utilizing a theoretical framework such as LatCrit to describe the lived experiences
and career pathways towards charter school principalship.
Chicana Feminist Theory and Latina Leadership
To understand the unique experiences of Women of Color who are educational leaders,
Mé ndez-Morse (2003) argued alternative epistemologies and frameworks had to be included in
the discourse, including Chicana feminist epistemologies. That is because Chicana feminist
epistemologies “provide unique contributions to educational leadership theory: a Pan-American
perspective; an assertion of multiple oppressions caused by intersections of gender, class,
race/ethnicity, religion, language, and sexual orientation; and an emphasis on advocacy for social
justice” (Mé ndez-Morse, 2003, p. 162).
More to the point, Chicana feminism incorporates intersectionality—the act of claiming
your gender and race/ethnicity/culture simultaneously—and it does so without placing one

23

identity over others. It also seeks to achieve social, political, and economic equality among the
sexes and takes a political stance against patriarchy. Furthermore, Chicana feminism recognizes
numerous forms of disempowerment and oppression, including racism, homophobia, and class
inequality, in hopes of giving a voice to the silenced.
Resilience Theory
Latinas face several different barriers throughout their educational careers. Many of these
barriers are deeply rooted in U.S. systems and cultures that often negatively impact immigrants
and their children (Suarez-Orozco & Orozco, 2009). Despite this, there are thousands of Latina/o
students who manage to navigate the complexities of the U.S. education system to break
intergenerational poverty cycles (Suarez-Orozco & Orozco, 2009).
At the forefront, Latinas are graduating high school and college at higher percentages
than ever before (Acosta, 2009). This increase is important because a significant barrier to
leadership positions is gender bias, ethnic and racial discrimination, and cultural expectations.
Instead of being discouraged by these barriers, many Latinas use these barriers as motivation to
become academically resilient and go on to pursue positions of leadership, such as in public
charter schools. This type of phenomenon is best described through the lens of resilience theory
insofar as it allows the researcher to focus on the strengths, rather than the deficits, that each of
the Latina women participants enacted toward success despite adversity.
In 2010, Cardoso and Thompson conducted a systematic review of the literature on
resilience among Latina/o immigrant families. The importance of universal themes of resilience
was identified, and four broad domains of risk and protective factors emerged. Figure 3
illustrates the different domains: individual characteristics, family strengths, cultural factors, and
community support (Bermudez & Mancini, 2013).

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Figure 3
Four Common Themes of Resilience Among Latina/o Immigrant Families

As discussed in the study, the “domains are essential to understanding the resilience
among Latina/o families, despite the stresses of immigration, acculturation, discrimination, and
pervasive socio-economic disadvantage” (Bermudez & Mancini, 2013, p. 217). The following
sections will briefly discuss the four domains to help contextualize the importance of exploring
resilience theory when describing the lived experiences and career paths toward charter school
leadership.
Individual Characteristics
Individual characteristics of resilience can be a mixture of biological and psychosocial
influences (Fraser et al., 2004). Concepts like self-esteem, self-mastery, and personal sense of
agency all affect the quality of health and interpersonal relationships (Fraser et al., 2004) for
Latina/os living in the U.S... Other individual resilience factors included social competence,
intellect, and motivation (Cardoso & Thompson, 2010). Further, individual resilience is also
reflected and culturally embedded in dichos, or popular sayings or proverbs (Espinoza-Herold,
2007).
Individual
Characteristics
Family Strengths
Cultural Factors
Community
Support
Resilience

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Family Strengths
Familismo is a core value and belief in the centrality of family in the life of Latina/os
(Falicov, 1998). It stresses family loyalty, interdependence over independence, and cooperation
over competition (Falicov, 1998). This is a common core value for the structure of Cuban
families (Bernal & Flores-Ortiz, 1982), Mexican American families (Falicov, 1998), Puerto
Rican families (Garcia-Preto, 1982), and Central and South American families (Korin, 1996). In
general, Latina/os strive to have cohesive families and expect for one’s life to be centered around
family. Familismo continues to be salient for Latina/os living in the United States (Falicov,
1998).
Cardoso and Thompson (2010) cite family involvement, strong kin networks, and family
supports as the most important resilient factors for Latina/os. When Latina/o parents had a strong
relationship with their children, supervised their children closely, and held open communication
with their children, that child was more likely to be resilient. The data in the study demonstrated
that cultural tradition served as a strong protective factor for Latina/o children. These traditions
included family pride and support, parental respect, social support, and familismo. Cardoso and
Thompson (2010) concluded that the “parental relationship and a cohesive sense of family are
key protective factors, and that the concept of familia is the most powerful protective force for
many Latino children” (p. 262)
These findings were consistent with McCubbin et al.’s (1993) work on family schema,
family shared values, and family world views. According to this research, a member of a
Latina/o family knows what it means to be in that family and can likely articulate collective
values, behaviors, and approaches to life. McCubbin et al. (1993) argued that “the stronger a
family’s sense of ‘we-ness,’ the stronger their family schema and family resilience” (p. 157).

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Cultural Factors
The role of culture is especially relevant in the development of resilience among Latina/o
immigrant families (Cardoso & Thompson, 2010). Five protective factors specifically speak to
the development of resilience among Latina/o immigrant families: ideals of personalismo,
respect, loyalty, consejos and dichos, and fatalism (D’Angelo et al., 2009). Ideals of
personalismo emphasize the importance of positive interpersonal relationships; respect consisted
of displaying obedience to those who are older; loyalty consisted of remaining loyal to your
family above all; consejos and dichos consisted of listening to the advice and stories of those
who came before you; and fatalism is a form of acceptance, especially of things that cannot be
changed.
Not having the benefit of White privilege can negatively impact Latina/os living in the
United States. However, research demonstrates that staying rooted in one’s culture has proven to
be an essential resilience factor for Latina/o families (Cabrera & Padilla, 2004). Latina/os who
maintain the linguistic, social, and cultural aspects of their culture of origin display higher rates
of resiliency (Cabrera & Padilla, 2004). Additionally, having a positive ethnic identity
contributed positively to resilience in Latina/o families (Holleran & Jung, 2005). Keeping strong
ties to one’s ethnic culture is a critical protective factor that Latina/os develop, which amounts to
pride and appreciation of traditional Latina/o values and beliefs, such as familismo (Holleran &
Jung, 2005). Having a sense of ethnic pride and cultural orientation positively contributed to the
psychological and cognitive development, as well as academic motivation and success among
Latina/o families (Cabrera & Padilla, 2004).

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Community and Social Support
Research from Hull et al. (2008) highlights the impact that extended community supports
and networks have on the resilience displayed among Latina/o families. The research specifically
highlighted the significant effect these networks have on the psychological and behavioral
outcomes of Latina/o families (Hull et al., 2008). Similar to other cultural groups, active
church/religious involvement is essential for Latina/os, as it helps maintain cultural ties and
offers social support. For example, traditional strengths of Mexican family culture include
collectivism, respect for authority, and loyalty, all of which can be accessed through active
participation in a religious community (Hull et al., 2008).
Another example of community and social supports have been found among survivors of
intimate partner violence (Roditti et al., 2010). Research shows that Latina women stayed in
abusive relationships longer than women from other cultural groups stating, that “Marianismo
(using the Virgin Mary as a role model of the ideal women) and familismo can be a negative
influence in this specific situation because they were often encouraged by their families to stay in
the abusive relationship” (Roditti et al., 2010, p. 250 ). Resilience in these cases was associated
more with formal social support from organizational sources, such as shelters and counseling, as
well as informal social support from friends and neighbors, not just family (Roditti et al., 2010).
Those who were willing to look for help and continued to search for ways out of difficult
situations were the most resilient.
Additionally, research conducted by Contreras et al. (1999) examined the social support
and adjustment among Puerto Rican adolescent mothers and the effect resilience played in
acculturation. The research investigated the relationship between a grandmother and young
mothers during their second or third year of parenting. The data suggested that unacculturated

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Latina mothers were protected by their grandmother’s involvement and exhibited fewer higher
levels of resilience, resulting in less parenting stress (Contreras et al., 1999). These data show
similar patterns to non-Latina White Americans. Among Latina/os, positive ethnic identity and
family involvement support and promote strong cultural values and communicate feelings of
belonging (Contreras et al., 1999). The research concluded Latinas, in particular, were more
likely to thrive when they and others believed in them and their abilities to parent (Contreras et
al., 1999).
In summary, the universal themes of resilience among Latina/o immigrant families
identified four broad themes of risk and protective factors: individual characteristics, family
strengths, cultural factors, and community and social support (Bermudez & Mancini, 2013).
Each theme is essential to understanding the lived experiences and career pathways of Latinas in
charter school principalship.
Chapter Summary
This chapter was a review of the literature that was relevant to the purpose of the study. It
opened with the historical context of charter school development, with a particular focus on
California. The research provided also described the different challenges charter school
principals face, helping to frame the added responsibilities charter school principals have in
comparison to traditional school principals.
Through the lens of both LatCrit and Chicana feminist theory, the researcher strives to
frame the need for providing a platform for Latina principals in charter schools to share their
narratives. The theoretical frameworks exemplified the need to fully understand the experiences
of Latina charter school principals and moving away from the prevailing ideology of using the
expertise of White male principals as the standard.

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Resilience literature also plays a role in helping to understand how some Latina charter
school principals navigate pathways to leadership. Research on resilience theory supports the
examination of the different traits and values that allow Latinas to be successful charter school
principals. Interwoven together, the literature in this chapter helped inform the analysis of the
lived experiences of the five Latina leaders interviewed for this study.
While more research is needed to understand and depict the unique experiences of Latina
charter school principals, this study was an opportunity to fill the existing knowledge gap.
Chapter 3 provides an overview of the methodological approach chosen to address the research
questions.

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CHAPTER 3: RESEARCH METHODOLOGY
Through this qualitative study, I aim to understand and improve upon the preparation and
capacity building of Latinas in leadership positions in the K-12 charter education system in
California. To date, there is little knowledge of the perceived influence culture, ethnicity, social
class, and gender play in Latinas obtaining and achieving principalship (Smulyan, 2000),
specifically charter school principalships (Zimmer et al., 2009). This study fills a gap in the
literature by employing testimonio as a methodology (Carmona, 2010) to understand how five
Latina charter school principals view the impact of race, gender, and culture on shaping their
professional experiences. The stories of Latina principals can bring new understanding to our
current beliefs of effective school leadership.
Testimonio is a vibrant Latin American oral tradition that connects the spoken word to
social action and privileges. I led this project with the understanding that oral narratives and
personal experiences are rich sources of knowledge, political strategy, and empowerment that
can be used to claim rights and bring about change (Carmona, 2010). Historically, Latinas have
used testimonio as a method to “speak against the brutalization against women of color and to
disrupt the silence that women of color have experienced in White patriarchal societies”
(Carmona, 2010, p. 42).
This chapter provides a detailed overview of the research design and methodology for
understanding the plá ticas collected through this research. First, the chapter situates the research
questions and the research design that framed the study and provides information related to
testimonio as an approach to academic research and policymaking that centers participant voices.
Second, the chapter examines data collection and analysis methods. Third, the chapter presents
information related to researcher positionality and researcher bias.

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Research Questions
The following research questions guided this study:
1. How do Latinas describe their lived experiences and career paths toward charter
school principalships?
2. What are the motivating or facilitating influences that contribute to the leadership
practices of Latina principals in charter schools?
Research Design
This qualitative study used a testimonio methodology. To fully value the qualitative
approach, the researcher must understand that meaning is socially constructed through reciprocal
interaction between the individual and the world (Merriam, 2002). A qualitative approach allows
the researcher to understand better the complex and varied range of human experiences studied
in the social sciences and applied fields, such as education (Marshall & Rossman, 2014). Using
testimonio as a methodology for this study provided an in-depth understanding of complex
factors that influence the perception and experiences of Latina charter school principals.
Merriam and Tisdell (2015) noted descriptive designs to be those that are intended to
“systemically describe the facts and characteristics of a given phenomenon or the relationships
between events and phenomena” (p. 5). Qualitative inquiry was the most appropriate method for
this study because it stresses the socially constructed nature of reality and the intimate
relationships between the researcher and what is being studied (Denzin & Lincoln, 2008). The
testimonios used in this study document the experiences of five charter school principals in
California and how they interpret experiences, construct worlds, and the meaning they attribute
to their described experiences (Merriam & Tisdell, 2015).

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According to Creswell (2008), “When people tell stories to researchers, they feel they are
listened to, and stories reported in qualitative narrative research enrich the lives of both the
researcher and the participant” (p. 511). Through storytelling, one moves from an individual,
personal tragedy toward shared strength and understanding. The participant is thus able to
connect not only with their community of belonging but also with all those who bear witness by
reading this study. Central to testimonio is the fact that, as stated by Haig-Brown (2003), “the
life story presented is not simply a personal matter; rather, it is the story of an individual who is
also part of a community” (p. 420). The testimonios presented in this qualitative study embody
both individual and group memory. They represent a collective struggle of Latina pathways to
becoming charter school principals.
Theoretical Frameworks
As presented in Chapter 2, this dissertation study was informed by critical race theory,
Latina/o critical race theory, and Chicana feminist epistemologies. These frameworks were used
to examine and understand the intersectionality of race, class, gender, and other forms of
oppression, as expressed by the five Latina charter school principals. In utilizing these
frameworks, the researcher had language with which to name the realities that were experienced
by the women in the study. These frameworks sought to honor the experiences of Communities
of Color, women, immigrants, the LGBTQ community, and those often left in the margins
(Smith et al., 2007; Solórzano & Yosso, 2001; Vélez et al., 2008). The frameworks provided the
multidimensional lens needed to understand the ways these five women define, enact, and
embody principalship at their respective schools.

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Population and Sample
Instructional Review Board approval was obtained before commencing the study and
establishing contact with the potential participants. This study focused on bringing to life the
testimonios that documented the lived experiences of five Latina charter school principals in
California and how they made sense of their journeys to, and during, principalship. The
participants were recruited through purposeful sampling methods. Purposeful sampling involves
the intentional selection of participants, which was critical for the researcher to obtain rich data
from individuals central to the phenomenon (Creswell & Poth, 2016). Participants for this study
met the following criteria: (a) identify as female, (b) identify as Latina, (c) employed as a
principal or assistant principal of a public charter school at the time of the study, (d) the charter
school is geographically located within California, (d) has an enrollment higher than 80% of
Latina/o students, and (e) agrees and consents to participate in the study. These selection criteria
helped ensure the study would center the voices of Latina principals of charter schools.
Participants were self-identified Latina charter school principals serving Latina/o students
in California with a minimum of two years of experience as a school site leader, which included
roles other than that of principal. By networking with charter schools that fit the criteria, the
researcher was able to select five participants to participate in the qualitative study (see
Appendix A and C). Once selected to participate in the study, participants completed a pre-
interview survey to collect primary demographic, educational, and career data (see Appendix C).
Five testimonios were gathered, resulting in over fifty pages of transcribed data.
In the following chapter, the researcher describes the characteristics of the participants
further; the reader will note that all participants identified as female, Latina, held a master’s in
education, and worked in Title I charter schools in California. Four out of the five participants

34

were in the age range of 31- 40 years old and had a minimum of 2 years of experience as a
charter school leader. Additionally, all participants had at least 8 years in overall professional
teaching or leading experience. Their rich experiences account for more than 60 years of urban
education experience in public charter schools in California.
Data Collection
Data for the study came from two primary sources: (1) a qualitative survey primarily
designed to gain demographic and historical information and (2) individual in-depth, semi-
structured, face-to-face pláticas between the researcher and the participant. Each plática lasted an
average of 45-60 minutes. This approach allowed for participants to describe experiences in an
open-ended and nonthreatening way. In the context of this study, plática is defined as an intimate
conversation that allows for reciprocal dialogue where initial questions are modified considering
the participants’ responses (Guajardo & Guajardo, 2008).
Prior to the collection of testimonios, participants completed a consent form in which
they were informed they could stop the interview at any time (see Appendix B). Efforts were
made during the pláticas to ensure the participants felt respected and comfortable (see Appendix
D). The researcher noted that the semi-structured pláticas created space for probing when a
thought seemed incomplete or underlying ideas weren’t explicit (Guajardo & Guajardo, 2008). In
turn, this enhanced the quality of the data collected (Newman et al., 1998). The researcher also
used transcripts as a secondary source to contextualize the testimonios of the five Latina
principals. Each plática was recorded using an audio device and later transcribed (Weiss, 1995)
to honor the voice of the participant and the accuracy of her storytelling. Transcribed interviews
were then annotated with the written notes that the researcher collected throughout the pláticas.
Recorded interviews and corresponding transcripts were maintained in a secure location and

35

inaccessible to all other individuals and will be discarded after three years of publishing the
research.
Data Analysis
Once all the surveys were returned and the pláticas were completed, the researcher began
to analyze the data. As defined by Merriam and Tisdell (2015), data analysis is the process of
making sense of the data by consolidating, reducing, and interpreting what people have said
about the questions asked. This process is a complicated procedure and involves moving back
and forth between concrete data and abstract concepts, between inductive and deductive
reasoning, and between description and interpretations (Merriam & Tisdell, 2015).
The researcher used the theoretical frameworks outlined in the review of the literature as
a lens to uncover findings from each preliminary survey and testimonio. The surveys provided
quantitative and preliminary data on the participants. Transcribed interviews, along with
researcher notes, were used to obtain qualitative data. To honor the voices of the participants, the
researcher devised a system for transcribing that included listening to the interview audio before
transcribing or recording any observational notes. The researcher then listened to the audio
recording for a second time and wrote memos based on her interpretations of the data. From
there, the researcher developed tentative ideas about categories and relationships (Maxwell,
2012) and then organized the collected artifacts in ATLAS.ti, a computer software program for
qualitative data analysis where researchers apply codes to text collected throughout the
interviews.
Merriam and Tisdell (2015) described the process of coding as a system that is used to
organize and manage data. The researcher identified initial common themes based on the first
read-through of the transcripts. The researcher then identified subthemes in the second and third

36

read-through of the transcripts. The use of specific keywords or phrases allowed the researcher to
uncover patterns and themes. The conceptual framework was then used to triangulate the
findings to make meaning of the data. To fully explore the experiences that have defined the
varied paths for each of the five Latina charter school principals, the study was framed within the
contexts of LatCrit and Chicana feminist theory. The researcher used resiliency theory as a tool
to examine the micro-level, which is used to understand the participants and their direct
environments. The researcher then used LatCrit and Chicana feminist theory literature to explore
the macro-level, which is used to understand the systems the participants exist and act. In
utilizing the theoretical frameworks LatCrit and Chicana feminist theory, the researcher was able
to understand and interpret the participant’s responses. Which often included the social and
psychological effects of being women of color in leadership positions and being members of the
non-dominant race, class, or ideologies.
Subjectivity and Personal Limitations
The researcher is represented in the small and specific population this study addresses;
therefore, she took time to reflect on her involvement as the lead researcher. Due to the personal
connection the researcher has to this topic, the researcher had to be mindful of and guard against
personal subjectivities when listening to and analyzing the testimonios. Specifically, the
researcher worked to guard against individual bias by having the participants reflect on the
findings.
Credibility and Trustworthiness
This methodology does not include the validation, fact-checking, or triangulation of
events the participants narrate. As Nance (2006) suggested, the role of a researcher utilizing
testimonio is not to determine the truth or authenticity of the stories, but rather to explore and

37

understand the experiences and realities participants voice. The value of a testimonio is that it
allows participants to offer their perspectives, as messy or as contradictory as they may be. In
this way, testimonios are the foundation for spreading compelling stories that can disrupt
dominant narratives and discourse (Solórzano & Yosso, 2001) of leadership in K-12 charter
school settings. I did, however, engage in member checking in an effort to honor the voices of
the participants in this study.
Positionality
My career began in 2011 as a Teach for America corps member based in Baltimore,
Maryland. Since then, I have served as a middle and high school math teacher, grade-level lead,
and assistant principal. I am currently employed by a high-performing charter network in Los
Angeles, California. At the end of the study, I will be nearing the end of my second year as an
assistant principal in a charter school.
As a Latina, my career has been filled with many trials and tribulations, all of which have
contributed to the authentic leadership style (George, 2003) I embody today and have shaped the
woman I am. My experiences have also influenced my lens as a practitioner who strives to
facilitate multigenerational change for first-generation students and families. Given the
opportunities I have been able to take advantage of as a first-generation Latina currently serving
in a position of leadership in a charter school, it is my privilege to help other Latinas navigate the
pathway into the principalship.
In more detail, like many low-income children of color, I grew up in two distinct worlds.
The first was a private world—my home life—where being Mexican was a source of pride. I
often watched Mexican telenovelas with my mother in the evenings and sang aloud to Selena

38

songs while completing my weekly chores. I played con mis primos a game of tag or La vieja
Inés, a Mexican game similar to hide-and-seek.
The second was external—my professional world—where I strived to assimilate and
adapt, but never felt “good enough.” Despite being regarded as a persona educada1 by my family
and peers, my internalized feelings of inferiority influenced how I contextualized and navigated
my professional life. At the same time, being held in high regard by my parents and family
members motivated me to recognize and act on a sense of responsibility to my broader
community, to consider the well-being of others, and to develop my competence in ethical and
moral reasoning. These core beliefs shaped my leadership style and ignited my passion for
promoting the inclusion of other women in positions of leadership in K-12 settings.
Facilitating multigenerational change in some of the most vulnerable communities in the
United States is no easy task. However, as resilient mujeres, we have the courage to step out of
our comfort zones, challenge the status quo, and free ourselves from hegemonic belief systems
that only serve to marginalize communities of color further. In her TED Talk, Chimamanda
Ngozi Adichie (2009) explained, that if we describe a people as only one thing and one thing
only, we have now defined for them who they are not just as an individual but as race or group of
people. We strip them of the power of defining for themselves who they are and what they strive
to become. Western ideals have shaped and defined the narrative of African American and
Latina/os children in the United States for far too long. We must collectively deconstruct the
prevailing deficit narratives of our community and reframe the cultural and communal wealth we
bring to our society.

1 Rendón (2011) defined a “persona educada” as someone who “possesses habits of mind and heart. They embrace
reasoned thinking as well as emotional intelligence and diverse ways of knowing. They know when to act slowly as
well as spontaneously. They are deeply perceptive and judicious in their actions, respect all forms of life, and are
concerned about matters of equity and social justice.”

39

As a first-generation Latina woman pursuing a principalship, I am turning inward to
become more self-reflective about the thoughts and mental models that influence my leadership
style. My position as a first-generation mujer working in an urban charter school in Los Angeles
undoubtedly affects my lens and research agenda. However, my awareness of my positionality
also helps me to understand how other Latina leaders navigate challenges, form resilience and
support systems, and breakthrough barriers on their journey to becoming principals.
Ethical Considerations
Selecting testimonio as the methodology was a deliberate attempt to protect the identities
of participants because seemingly few Latinas have leadership positions in K-12 charter schools
within California. Accordingly, the researcher assigned a pseudonym for each Latina principal to
protect identities and respect privacy. The researcher kept in mind that through the nature of
pláticas, participants may become emotional when reflecting on and or recalling uncomfortable
memories of past experiences, such as a life-changing event, gender or cultural discrimination, or
racism. The researcher remained sensitive to and respectful of participant needs by employing
the following methods to be responsive and courteous of discomfort: (a) creating the right
environment by being an active listener, (b) using empathy and emotional intelligence to connect
and build trust, (c) determining an appropriate time to meet by making herself available to the
participant’s schedule, and (d) watching her body language and being conscious of her facial
expressions.
Chapter Summary
Latinas have typically been silent and invisible in educational research, yet this growing
field of interest allows for the expression of complex experiences (Delgado Bernal, 2006). The
use of testimonio and plática not only contributes to knowledge on this topic but also helps

40

prepare other Latinas to understand the experiences that come with securing and maintaining
principalships. Furthermore, testimonio methods provide an opportunity for participants to share
experiences through a nonthreatening conversation comfortably. The resultant testimonios can
help break historical patterns of marginalization and oppression, as well as empower and provide
a channel for strong mujeres to articulate perspectives and lived experiences.
This qualitative study presents an opportunity to add to the literature about Latinas in
educational leadership positions in charter schools. Latinas, past and present, have experiences
and stories that need to be shared, documented, and researched. The researcher is confident that
the narrative accounts of the five Latina charter school principals in this study will be significant
for implementing systemic change in K-12 school leadership models and literature.
This chapter summarized the research problem, purpose statement, and research question
before describing the study methodology, which was informed by critical race theory, LatCrit,
and Chicana feminist theories. The methodological approach included a description of the
research design, participant and site selection, participant invitations, data collection, data
analysis and credibility, and ethical considerations. Chapter 4 presents the findings of the study.

41

CHAPTER 4: FINDINGS
Chapter 4 presents data collected from current Latina charter school principals. The
testimonios and pláticas yield rich data that provide insight into K-12 principal leadership
literature. The chapter begins by introducing each participant via profiles to offer context. Next,
the pláticas experiences are described to give readers in-depth knowledge of the data collection
process. Pláticas are defined as informal, intimate conversations that take place in one-on-one
group spaces and which are a “way to gather family and cultural knowledge through the
communication of thoughts, memories, ambiguities and new interpretations” (Gonzalez, 1998, p.
86). The analysis process is then reviewed to describe the role of LatCrit and Chicana feminist
epistemology in developing themes, which allowed the researcher to articulate a lens not always
included in dominant academic discourse and methodologies. Delgado Bernal (1998) has long
argued that Chicana scholars possess a particular critical lens not found in traditional paradigms.
Thus, these testimonios were carefully reviewed because they played an integral part in
answering the research questions.
This chapter begins with a brief introduction of all five participants. The introduction
includes the number of years of experience as a charter school principal, the number of years in
working in K-12 schools overall, and a brief statement about their background and identity as a
school leader. Data analysis revealed the following themes: raíces familiares (family roots),
valores personales (personal values), and identidad de liderazgo (leadership identity). The
analysis included the following subthemes: cultural and gender norms, access to role
models/mentorship, educational attainment, and community cultural wealth (see Figure 4). A
summary at the end of the chapter provides a review of the findings and their influence on the
theoretical framework.

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Figure 4
Emerging Themes From the Study

Purpose of the Study Restated
The purpose of this qualitative study was to bring to life the testimonios that documented
the lived experiences of five Latina charter school principals in California and how they made
sense of their journey to, and during, their principalship. The five participants shared struggles
and accomplishments in hopes of providing advice and confidence on their journeys into the
principalship. Latinas have demonstrated the power of testimonio as a genre that disrupts silence,
reframes social and cultural values, and builds solidarity among women of color (Anzaldúa,
1990). Testimonios is a tool for inscribing struggles and understandings, creating new
knowledge, and affirming our epistemologies. Testimonio is about writing what we know best:
nuestras vidas y los sacrificios que hicimos para alcanzar nuestras metas.
Raíces
Familiares
• Community cultural wealth
• Familial capital
Valores
Personales
• Cultural and gender
values and beliefs
• Values grounded in
social justice
• Values guide decision-
making processes
Identidad de
Liderazgo
• Access to
models/mentorship
• High expectations of
self and others
• Deep understanding of
leadership style

Resilience

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These testimonios explored the underrepresentation of Latinas in charter school
principalship. Additionally, these testimonios explored the lived experiences of the five women
that participated in the study to enhance the current research on leadership. The guiding
questions were:
1. How do Latinas describe their lived experiences and career paths toward charter
school principalships?
2. What are the motivating or facilitating influences that contribute to the leadership
practices of Latina principals in charter schools?
The historical exclusion and silencing of the Latina voice in leadership literature provided a
context for this study, which focused on the testimonios of five well-educated and resilient
leaders to be used as models of transformative leaders.
Study Participants
These testimonios engage the experiences of five Latina middle and high school charter
school principals from California. The charter schools they lead are all coauthorized by
G.T.U.S.D. and are labeled as Title I schools, which means they serve a high percentage of
children from low-income families. Table 2 displays a summary of each participant’s
demographics.

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Table 2
Participant Demographics
Pseudonym Age range Chosen
identifier(s)
Highest degree attained Type of charter
school
Experience
as charter
school leader
Overall
experience
in
education
Mrs. Herencia 31-40
years
Latina, Mexican
American
Master’s in Education and
Master’s in Educational
Leadership

Title I
Charter Middle
School

2 years 10 years
Mrs. Esperanza 31-40
years
Latina,
Salvadorian
Master’s in Education and
Master’s in Educational
Leadership

Title I
Charter High
School
10 years 21 years
Ms. Legacy 31-40
years
Latina,
Ecuadorian
Master’s in Education Title I
Charter High
School

7 years 11 years
Dr. Hernandez 31-40
years
Latina,
Columbian-
Mexican
Doctorate in Education Title I
Charter High
School

2 years 8 years
Ms. Whittier 41-50
years
Latina, Jewish,
Chicana
Master’s in Education Title I
Charter Middle
School
5 years 12 years

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Mrs. Herencia
Mrs. Herencia was born and raised in California by both parents, who proudly served as
principals in G.T.U.S.D. Similar to her father and twin brother, Mrs. Herencia attended the
University of California, Los Angeles (UCLA), as an undergraduate. While studying at UCLA,
she became increasingly interested in becoming a teacher and simultaneously began to explore
her identity as a Latina woman. It was on the UCLA campus where Mrs. Herencia became
visibly aware of the cultural and academic differences between her and her non-Latina/o peers.
She stated during our plática,
I was mindblown because, at my school, you couldn’t get that high of a GPA because
there weren’t enough AP classes for you to get that high of a GPA, and there weren’t 13
AP classes. So I remember thinking, even though I come from a more privileged
background and my parents thought they were sending us to one of the best schools in
our district, even that best school, they didn’t offer enough for me, even as a student, to
beat the average. I was below average.

Additionally, it became increasingly apparent that Mrs. Herencia and her Latina identity did not
represent the majority enrollment at UCLA. She was one of the 10% of Latina/os attending
UCLA (Genta, 2014), and she was determined to change this narrative. Mrs. Herencia stated, “It
was in college where I began to ask myself how I can contribute in helping more Latina/os get to
college?”
Upon graduating from UCLA, Mrs. Herencia became an elementary school teacher for
G.T.U.S.D., where she taught for a few years. Due to budget cuts, she was released from her
teaching assignment and ventured into charter schools. For the past 2 years, Mrs. Herencia has
proudly served as a leader for a charter middle school in G.T.U.S.D. Her school serves sixth
through eighth grades and enrolls approximately 300 students, of which: 11% have IEPs, 86% of
students receive free or reduced lunch, and 18% of students have been identified as English
language learners.

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Mrs. Esperanza
Mrs. Esperanza was born and raised in northeast Los Angeles by both her parents, who
immigrated to the United States from El Salvador. She is a proud first-generation graduate of the
University of California, Riverside, who learned about college after attending the Upward Bound
Program at Occidental College. During our plática, Mrs. Esperanza stated,
I believe in programs like Upward Bound because for first-gen students whose parents
don’t know anything about the collegiate system or how to navigate it, these programs
are instrumental. I mean, I feel that’s what separated me from my siblings, because I’m
the only one of my three siblings who have multiple college degrees or a college degree
at all.

Throughout her career, Mrs. Esperanza has served as an elementary school teacher,
literacy coach, dean of students, and now principal. For the last 9 years, she has been part of a
transformative educational movement that has been defying statistics for low-income and first-
generation students. While serving as principal in Chicago, her charter high school was ranked
among the top 10 schools in the city for the highest ACT scores attained. She earned this
distinction for 6 consecutive years. After almost a decade, Mrs. Esperanza returned to her
hometown, where she proudly serves as the founding principal of a charter high school in
G.T.U.S.D. The high school serves ninth through 12th grades and enrolls approximately 220
students, of which 74% receive free or reduced lunch and 7% identify as English language
learners. As a founding charter high school, they plan to expand one grade level per year until
they serve ninth through 12th grades in the fall of 2020.
Ms. Legacy
Ms. Legacy began her journey in education as a Teach for America corps member and a
founding teacher at a charter school in G.T.U.S.D. Through this role, she was able to support the
school in the development of positive school culture and rigorous instructional programs. During

47

this time, Ms. Legacy founded several programs dedicated to providing students and families
with college support and guidance. For 3 consecutive years, Ms. Legacy took three cohorts of
high school students to the East Coast to visit top universities. Not long after, Ms. Legacy
transitioned to the role of assistant principal at the same school, where she led teachers in
implementing a rigorous curriculum, reinforced strong school-family communication, and led the
school to full WASC accreditation.
Serving proudly as the current principal of a charter high school, Ms. Legacy is a
passionate school leader. She believes in creating a nurturing environment where every child is
valued and affirmed. The charter high school serves ninth through 12th grades and enrolls
approximately 305 students, of which 71% receive free or reduced lunch and 19% identify as
English language learners. She received her bachelor’s degree in Sociology, Women’s Studies,
and Spanish from the University of California, Santa Barbara, and received her master’s in
Urban Education Policy and Administration from Loyola Marymount University. Ms. Legacy is
excited to be a part of a growing network and is honored to create multigenerational change for
other first-generation students like herself.
Dr. Hernandez
Dr. Hernandez grew up in the San Fernando Valley. She earned a bachelor’s degree in
political science and minored in pre-law and international relations. After graduating from
college, she pursued a master’s in education from the University of Southern California and
started teaching history at a charter high school located in G.T.U.S.D. After many years of
teaching, and inspired by her students, she decided to pursue her doctoral degree in educational
leadership with a concentration in teacher education in multicultural settings from the Rossier

48

School of Education, University of Southern California (USC). As she earned her doctorate, she
transitioned into administration as a dean of students for a parochial high school.
Currently serving as principal of a charter high school in G.T.U.S.D., Dr. Hernandez
leads from a place of love, so her teachers can teach from a place of love. Her school serves
Grade 9 through 12 and enrolls approximately 440 students, of which 76% qualify for free or
reduced lunch. Dr. Hernandez proudly instills the value of hard work and perseverance in her
students. She believes social justice is an ongoing process in which we must continually reflect
on our privilege and the ways that race, class, gender, sexual orientation, and other identity
markers influence our understanding of the world. As a principal, Dr. Hernandez hopes students
seek to become engaged citizens in our democracy and go on to participate and communicate
effectively in our interdependent global economy.
Ms. Whittier
Ms. Whittier identifies as a Jew-cana as she proudly represents both her Jewish and
Chicana heritage. Ms. Whittier grew up in a “lower-middle” working-class neighborhood with
her family in Whittier, California. She received her bachelor’s degree from the University of
California, Berkeley, and earned her master’s degree from Loyola Marymount University.
Before becoming a principal, Ms. Whittier served in multiple roles in and out of the classroom as
an advocate for high-quality education for low-income students in Los Angeles.
Before the study concluded, Ms. Whittier’s charter middle school was closed by the
authorizing district. Before closing, the middle school served sixth through eighth grades and
enrolled approximately 200 students, of which 21% had IEPs, 21% were labeled as English
language learners, and 80% qualified for free or reduced lunch. While the school closure has
greatly impacted the community, Ms. Whittier spoke of the privilege and honor she experienced,

49

serving as the school’s assistant principal and principal for several years. As a Teach for America
alumna, Ms. Whittier strived to bridge the achievement gap for her students by being committed
to lifelong learning and growth, working shoulder-to-shoulder with families and community
members, and persevering in significant moments of adversity. Her passion went beyond the
traditional expectations of a principal as she fought year after year to honor the work of her
teachers, colleagues, and past alumni to keep the doors open of her small charter middle school.
Next, I address factors and influences that helped to address the research questions. This
section presents the data collected from the pláticas and identifies emerging themes.
Lived Experiences and Career Paths
Being a school principal requires engagement in a variety of roles, including being a
visionary in steering the school to a specific set of goals, being an instructional leader for
teachers, building and sustaining relationships with all stakeholders, and overseeing facilities and
maintenance. Studies have shown, no other person in the school has a more significant
combination of given authority and potential for influencing teachers, staff members, classified
members, and students, than the principal (McCarley et al., 2016). Principals continue to be a
strong influence in school environment and culture, teacher and staff attitudes, student learning,
and academic achievement (Pinchevsky & Bogler, 2014). To gain an understanding of the
preparation of the lived experiences and career paths towards becoming a charter school
principal, the researcher asked, “How do Latinas describe their lived experiences and career
paths toward charter school principalships?”
The data collection methods related to the lived experiences and career paths, which
asked the participants to describe lived experiences and career path towards charter school

50

principalships, revealed the following themes: raíces familiares (family roots), valores personales
(personal values), and identidad de liderazgo (leadership identity).
Raíces Familiares (Family Roots)
Raíces familiares, or connections to family roots, are essential in the Latina/o community.
The five women interviewed agreed their raíces familiares played a vital role in shaping their
leadership identity. When the five participants spoke about family, it was easy to observe that
they hold their families in high regard, because their body language changed, and their tone had a
more enduring sound. Some participants got emotional when expressing how much they valued
their parents’ journey to the United States in hopes of providing a better future. The data
indicated that when these relationships were positive, participants benefited greatly. In particular,
data demonstrated that familial relationships were protective and influential to participants
pursuing education. For example, Mrs. Herencia enthusiastically shared the role her parents
played in providing her brother and her access to high performing schools. She stated,
So, I feel like growing up, I was a district kid from first through 12th grade. My parents
both worked for the district, so they believed in the public-school education system. We
never went to the same school that they worked at; they didn’t believe in that part.
They’re like, “No you need your own space.” I felt like my parents made sure that we had
good programs and good teachers, and they also like instilled in us, like, “You need to do
your homework, you need to do your work.” But, like, they also weren’t overbearing
about it. They trusted us to do what we needed to do. So, I think for me, my experience, I
feel like I had a great education. Of course, there were weird teachers along the way, but I
felt very lucky that I went to a high school that was advanced and pushed us.

This quote highlights the role her parents played in helping Mrs. Herencia navigate the K-12
school context. Her parents' protective guidance helped Mrs. Herencia have access to high
performing schools in the G.T.U.S.D. Throughout the plática, Mrs. Herencia continued to
describe the positive relationships she held with her parents and their commitment to providing
their children with access to schools with qualified teachers. The experience of having a mother

51

advocate on behalf of child was like Ms. Whittier, who shared her mother’s fight to enroll her
daughter into a Gifted and Talented Education (GATE) program so that she would have access to
high-quality teachers and classes. Ms. Whittier stated,
Yeah. I attended traditional public schools. When I was in third grade, we moved
districts, and I had been identified as GATE in one district and then I wasn’t identified as
GATE when I went to the next district. So, my mom fought the school pretty hard until
we were identified as GATE. Then from there, I was in honors classes throughout middle
school and high school.

This quote demonstrates the protective role participants' parents played in helping daughters
navigate the K-12 schooling experience. Her mother’s willingness to advocate on Mrs. Whittier’s
behalf displays her commitment to creating a pathway for long-term success. Mrs. Whittier’s
mother shared this commonality with Ms. Legacy’s mom, who also sacrificed to ensure her
daughter had access to high-quality schools. A sense of pride and joy was demonstrated as Ms.
Legacy spoke about her mother’s commitment to getting into high-quality schools. Ms. Legacy
stated,
When I immigrated here, I was supposed to go actually into, what grade? I did 1st
through 5th grades in Ecuador. I was supposed to start 6th grade here, but that’s not
actually what happened. They gave me a math assessment, and then because my math
scores were particularly high, I was actually placed in 7th grade. So, I was able to skip a
grade level, which I was nervous about because I didn’t know any English, but my mom
encouraged me. So, I started here in 7th grade at a middle school in Carson and was
learning English for the first time, so I was placed in several English Language
Development (ELD) courses. I got very lucky that my ELD teacher, she was a White
woman, and she was really great. I would say that in my first year, I felt very comfortable
with understanding and making sense of almost everything happening in class. I was also
able to communicate not perfectly, but you know, I guess, at a basic level. Then also in
what I needed to communicate during classes. Then from there, I went to a ninth-grade
school in Santa Monica, ‘cause my mom was a housekeeper in Santa Monica, so I was
able to get a permit to go to school there. I attended John Adams in 9th grade there. That
was an opportunity where I was able to start honors courses. I think the reason why I feel
a lot of those opportunities were open for me was just my work ethic. I loved school
when I was in Ecuador, and I dedicated myself a lot to it.

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Passionately recognizing and embracing families, unconditional support was prevalent during the
pláticas. The quote previously stated by Ms. Legacy exemplifies the positive experiences
participants experienced when accessing familial capital. Each family, as named by the
participants, provided critical support during their K-12 schooling. The accumulated familial
capital exposed each participant to consejos, role modeling, and advocacy, which allowed them
to pursue career goals for themselves and their families. For example, during her plática, Dr.
Hernandez’s appreciation for her parents’ support in earning higher levels of education to
become a principal was clear. She stated,
So, I think my family has definitely helped shaped who I am today, and they continue to
support me as I’ve taken on different roles and moving on, especially with school. And
they’re like, “Really? You’re going to go back and how much longer. That’s another
three years, and you’re going to know more than being a teacher. Okay, we’re moving
into this role. Okay. You sure that’s something you want to do?” So definitely always just
being there, again, to help with leadership and even both of them now moved up into
managerial roles or supervisor roles. It’s always great to hear how managing looks
outside of education because it does look very, very different. And so, it’s always great to
just, again, hear different opinions or a different aspect of what we’re doing and how
we’re leading. So, I would definitely, yeah, I would definitely say my family.

Caring relationships with spouses also served a critical role in participants’ ability to reach and
maintain position as principal. Principals often get so busy they need to shut the door to staff and
families to get a few things done. Principals are expected to be accessible to all stakeholders
(Fullan, 2014), and this expectation does not stop at the end of the school day. Mrs. Esperanza
described how her husband’s support has been instrumental in being able to perform her role as
principal. She shared,
I think also what grounds me is my kids, like my own personal family, and my husband,
and they’re what I get up for in the morning as well, and what I work hard for. So, having
their support—my husband is an angel. He lets me work until 8:00 PM at night and
doesn’t ask any questions. And he takes care of the kids and makes sure they’re fed and
they have their homework done. And so, I couldn’t do this work if I didn’t have a partner
who supports my craziness.

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Mrs. Esperanza’s testimonio depicts the common theme of familial wealth that transcends
through all participants' testimonios. Mrs. Esperanza described this experience because, without
her husband's support to care for their children, she would be unable to meet the after-hour
demands placed on principals. Their partnership allowed Mrs. Esperanza to take care of her
family and meet her responsibilities as a charter school principal. As stated in Chapter 2, charter
school principals have more demands placed on them than traditional public-school principals
due to differences in funding for charter schools.
These stories conveyed the crucial role mothers, fathers, partners, and siblings played in
shaping participants’ career pathways. For each participant, having strong raíces familiares were
essential to their path toward school principalship; whether it was a mother’s sacrifice to access
high-performing schools, a parent’s emotional support to pursue higher education, or a spouse’s
ongoing commitment to create space for his wife to work while home. The results of the pláticas
are supported by findings of a survey conducted by the American Educational Research
Association, in which Gorena (1996) studied the insights of influences that assisted or hindered
the development of Latinas holding senior-level administrative positions. The study highlighted
that family influence was highly correlated with Latina leadership. Recognizing the heavy family
impact parents, siblings, partners, and extended family had on leadership style was essential for
understanding how participants operated schools and led school staff.
Valores Personales (Personal Values)
Kouzes and Posner (2016), stated that the “primary instrument for leaders is the self” (p.
55). They argued it is all leaders can work with, so it is essential to have a deep understanding of
yourself and what compels you to do what you do. Critical for success as a principal is knowing
and understanding what informs your decisions, what gives strength, and what makes the

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individual unique. During the pláticas, all women spoke to values and how these values guided
their decision-making process, how they operated within school teams, and how they identified
as a charter school leader.
Each woman felt a strong personal connection to their ethnic background and was aware
of how distinct Latina values and beliefs shaped their lives. For example, Mrs. Esperanza shared,
Yeah, I’m the proud a daughter of immigrant parents who had very little to no education.
My father actually never went to school, never sat in a formal classroom, and my mother
has a fifth-grade education. So, two very hardworking immigrants who came to America
to pursue everything that America had set out to do for immigrants who are living in a
third-world country. And here I am, and I was born here, and I identify as salvadoreña. I
don’t identify as American. I actually am very unpatriotic. I don’t identify with the
American flag, even though I was born in this country, and I had to salute it my whole
entire life in school. My ties are very deeply rooted to El Salvador. I’ve always been
proud to be, my father was also very adamant about making sure that I knew I wasn’t
Mexican, right, because I grew up in a Mexican community, so he always would tell me
from a very young age, “You’re not Mexican.” He didn’t even like me dancing
folklorico—it’s funny because now my school has a folklorico program—but he’s like,
“You’re not Mexican, you’re Salvadorian, you’re from this tiny country.” He would
show me on the map, and the reason I’m so connected to El Salvador was because my
dad would take me as a kid. So, I went multiple times to El Salvador as a kid with my
dad.

This quote is significant because Mrs. Esperanza spoke to the honor she has in being the
daughter of Salvadoran immigrants. Her cultural identity played a significant role in shaping her
beliefs and drive to succeed. Throughout the plática, Mrs. Esperanza’s voice would glimmer in
pride as she continued to speak about the different values her parents instilled in her and her
siblings. She added,
I think one of my core values is ganas, and I learned that from my parents. So, I always
worked really hard and got good grades, and turned everything in, and I was around a lot
of people who didn’t do that. So, I stood out as a good student, but I wasn’t super genius
in AP—all AP classes or anything like that.

Determine, self-reliance, and inner confidence underly Mrs. Esperanza’s quote in this example.
She spoke to her ability to overcome difficult challenges, such as lacking strong peer to peer role

55

models, experiencing poverty, and attending Title 1 schools. Several participants spoke to the
importance of family, with a emphasis on the cultural belief that families come before all. The
participants felt that working hard and perseverance were cultural traits handed down
generationally. For example, Dr. Hernandez stated,
So, I think that I do definitely attribute a lot of these core values, and I think it probably
goes back to my family and how I was raised. My father is a former Marine; he is also a
Vietnam vet. And again, that discipline, that family bond, all of these different, again,
characteristics or traits that you gain from being in the military, he was able to show it to
my family, I would say probably in a lot more loving way than I think he saw in
bootcamp. But it was a lot of that trust, the commitment to something, the dedication to
something was just so important to both my mother and my father as I was growing up.
And always rooting for the underdog was something that was very important, which I
think goes back to this core value of equity, because I feel like it’s just so much more
than just equality.

This quote was critical in understanding how Dr. Hernandez used her core values guided by her
family’s influence; she named her father as someone who molded her core beliefs. All
participants spoke to the core values that guided their lived experiences and career paths toward
charter school principalship. Additionally, through the pláticas, participants communicated a
strong sense of ethnic and cultural pride, which started with the acknowledgment that, more
often than not, they did not reflect the ethnic or gender background of the majority of charter
school principals. Having the ability to comprehend these differences early in their career shaped
their strong desire to impact the achievement of other Latina/o students positively. Mrs. Herencia
shared,
So, then that was kind of a moment to where I looked back and I was like, “Wow.” I
remember there wasn’t any Latina/os in my class, and then I started taking all these
Chicano studies classes, and I was a Spanish minor. So, I remember wanting to just be
more aware because I think I didn’t. . . . Even though I went to school with other
Latina/os, I feel like I was in a bubble, because my parents had more than maybe some of
the kids that I grew up with. So, I think in college, that’s when I started to, like, realize it.
And then when I decided to become a teacher, I think that was definitely part of it: of
wanting to disrupt the system and think about how could I be the kind of teacher that

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helps make kids realize their identity and even just being part of this system of, like,
“How do I contribute to that experience of helping more Latina/os get to college?”

The valores personales Mrs. Herencia collected on her pathway to becoming a charter school
leader, include the shared experiences of social and educational inequity experienced by many
Latina/o children across the nation. Mrs. Herencia was able to recognize that her valores
personales extend beyond her direct needs and encompassed the needs of the greater Latina/o
community. Mrs. Herencia, like other participants in this study, was able to pull from these rich
and defining experiences to identify core beliefs and values as a Latina woman.
Each plática reinforced the notion expressed by Kouzes and Posner (2016), who stated
that effective principals wrestle with identity and reflect on who they are presently. Additionally,
effective principals understand what values influence decision making and align these values
with daily actions. Each participant was able to identify what core values resonate with the lived
experiences that guided them on the career path into school principalship.
Identidad de Liderazgo (Leadership Identity)
The principal is the leader of the building. Every person in the building is watching how
the principal goes about day-to-day, how they navigate conflict, and how they build and sustain
relationships (Kouzes & Posner, 2016). The leadership style of the principal has a direct impact
on the school’s culture, morale, and student achievement (Bogler & Somech, 2005). During the
pláticas, it became increasingly transparent that each participant understood the origin,
influences, and development of their leadership style.
Throughout the pláticas, some participants disclosed experiences with formal mentorship,
while others had someone who recognized the leadership qualities within them mentored them
informally along their journey. Although most mentors did not identify as Latinas as the women
in this study did, each participant spoke to their development because of these relationships. For

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example, Ms. Whittier shared, “She is a strong Black woman, who was also in TFA. She was so
amazing with her data, but also with her people skills. She always kept her cool . . . I admired
her.” The importance her colleague played in helping her develop her leadership style was
enthusiastically communicated throughout the plática.
As stated by Carrillo (2008), “Seeing a leader of their same background gives them
tangible evidence that they too, can aspire to higher achievements” (p. 69). Mrs. Whittier’s quote
above supports this notion and demonstrates how the guidance of another woman of color
influenced her lived experiences and career path towards charter school leadership. Having
another woman of color to model how to lead and manage a school instilled in Mrs. Whittier the
confidence needed to lead a charter middle school in G.T.U.S.D.
Mentorship was a key theme for each participant in this study because it allowed them a
wealth of knowledge and resources that helped them navigate their career pathway. In having
someone provide constructive feedback, offer encouragement, and connect them to greater
networks, all participants named mentorship as a positive contribution to their lived experiences
and career pathways toward charter school leadership. Esperanza affirmed as much when she
shared, “She was a Latina principal actually. So, she’s like, ‘I want you to do it, and you’re going
to do it, and I believe in you, and go!’” Mrs. Esperanza went on to explain how much it meant
for her to have a fellow Latina believe in her capacity to lead: “She made me believe in myself,
at a very young age, in my ability.” Her mentor’s confidence in Mrs. Esperanza’s ability to lead a
department was crucial for her long-term development as a charter school principal.
Like Mrs. Esperanza, Mrs. Herencia also had a Latina leader mentor her on her pathway
into principalship. During the plática, she stated,
I always remember one of my mentors saying, “When you step out of the classroom and
you work with teachers, the scope of your impact widens tremendously.” So, imagine

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what you were doing with 30 kids—if you could get five teachers to do that with their 30
kids, that’s going to reach farther.

Her mentor’s belief in her ability to multiply her impact by leading from outside the classroom
encouraged her to take the first step into a network-level instructional position. This belief was
paramount in Mrs. Herencia’s display of courage to step into charter school leadership. Mrs.
Herencia shared what a positive experience she had when hearing someone else speak of her
ability to greatly influence and shape the experiences for Latina/o students within G.T.U.S.D.
Through each plática, it became increasingly apparent all participants had a strong
passion for their profession and leadership identity as Latina women. Each was grounded in
becoming an agent of change by promoting academic and socioemotional success for all children
(Méndez-Morse, 2004). The lived experiences of each woman was used to navigate power,
privilege, and equity challenges on their pathway to becoming charter school principals.
Summary of Lived Experiences and Career Pathways
The principalship is a complex and challenging undertaking and requires aspiring leaders
to be well-prepared for the position. In describing lived experiences and career paths towards
charter school principalships, the pláticas revealed three common themes: raíces familiares
(family roots), valores personales (personal values), and identidad de liderazgo (leadership
identity). All themes connected to literature described in Chapter 2 and were supported by the
testimonios.
Motivations and Paths to Influence
The research studies of Kouzes and Posner (2016) demonstrated that there is no single
mold of a distinct personality profile for leadership. Leadership comes in all types of sizes and
styles. Each leader has definable skills, abilities, and mindsets that influence or contribute to
their daily practices as a school principal. The researcher asked, “What are the motivating or

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facilitating influences that contribute to the leadership practices of Latina principals in charter
schools?” When asked to describe lived experiences and career paths toward charter school
principalships, participant data related to motivations and paths to influence revealed the
following themes: Raíces familiares (family roots), valores personales (personal values), and
identidad de liderazgo (leadership identity).
Raíces Familiares (Family Roots)
Principals play a pivotal role in creating school cultures that value diversity, leading to
increased minority student achievement (Gardiner et al., 2009; Ross & Berger, 2009). All
participants were cognizant that their ethnicity positively affected their campuses. Each proudly
spoke to the power and value of having parents involved on campus. The Latina leaders
recognized the added value in sharing the ethnic and cultural backgrounds of their students and
families’ demographics. Mrs. Esperanza stated,
I have a really strong connection with our parents. My parents are everything. I wouldn’t
be—our school wouldn’t be—successful if I didn’t have the parental support that I have.
So, I think because I come from a family that was so tight knit, familia is very, very
important. I make sure that’s something that is felt like that’s palpable at our school.
Another value for me is ganas, and that comes from childhood. Like, a word that when
our kids hear it, and when our parents hear it, and they’re like, “Sí, échale ganas.” Like
how many times has your mom told you, “Échale ganas,” right? So for us, that’s a value
that you will hear in every classroom.

Mrs. Esperanza spoke about her strong familial roots that contribute to her leadership practices
as Latina charter school principal. In this part of her testimonio, Mrs. Esperanza shared the
importance of her family; therefore, influencing her engagement with her student’s families. She
shared that the raices familiars, instilled in her as a child, influenced the character values her
charter school prioritizes. Mrs. Esperanza believes that character development is integral in
producing multigenerational change. In doing so, students can become more reflective and

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authentic in the context of deconstructing power and privilege that seeks to minimize familial
wealth.
Additionally, each principal attributed increased parental involvement to their shared
language and ability to connect to their Latina/o heritage and cultural values. When prompted to
talk about her core values, Dr. Hernandez shared,
I would say, first and foremost, equity. I know I did talk a lot about that, but equity is
definitely part of my cores, is definitely a lot of what I try to strive for every single day as
I’m looking at programs, as I’m looking at student activities, as I’m looking at different
operational pieces, definitely something I keep at my core. This is important to me
because my parents continuously remind me of the importance education played in my
development and understanding of the world around me. I think, also, as I started to move
into being an assistant principal and a principal, for me, it’s so important that I’m always
leading with love and authenticity. And I do really believe that the best leaders are those
that don’t want to be a leader because they’re not leading with an ego. They’re not
leading with this idea of “the Midas touch.” They’re not leading with themselves first but
rather what is best for the collective. And I think that if we are leading with love, and we
are leading with equity, you can really create some amazing experiences for teachers and
students.

Once again, Dr. Hernandez’s testimonio spoke to the influence of her familial roots on shaping
how she understands and navigates the world. This influence is key in naming because her
perception of her lived experiences influences how she leads as a Latina charter school leader.
She goes on to add,
So, those are some of the core values that I constantly am going back to. Again, as I’m
making decisions and as I’m coaching my admin team or other teachers, or my inclusion
specialist, I ask, “How is this equitable?” “How are we holding true to that?” Also, “Are
we doing this out of love and support and care?” My staff operates like family, we are
committed to doing right by our students and developing a sense of pride in our school
community. I think, also, as I’m really leading, I’m also thinking about relevancy, which
I think goes back to being equitable and also really putting students first and really
understanding that the decisions that we make will greatly impact our students in our
community.

In this part of her testimonio, Dr. Hernandez highlighted the familial roots that influence how she
operates as a charter school leader. Her view of seeing her school team as a family that is

61

committed to doing right by students influences all her decisions as principal and guides the
decision making of her team. This is significant to the study because, like Dr. Hernandez, all
participants believed that students' social-emotional well-being and sense of belonging were keys
to long-term success to become agents of change. This belief resonated with them from their
upbringing in Latina/o families. Through the pláticas, participants demonstrated a strong
connection and understanding of how familial values and beliefs play a central role in
influencing and contributing to leadership practices as Latina principals of a charter school.
Valores Personales (Personal Values)
Participants in this study approached work using multiple lenses to increase student
outcomes. The pláticas illuminated the belief work was positively affected by consistently
honoring their core values. Participants expressed leading the school with empathy and
compassion. They each worked hard to ensure their campuses are educating the whole child. In
taking a holistic approach, each principal included making certain the school environment meets
the academic, emotional, and social needs of students (Gardiner & Enomoto, 2006). For instance,
Ms. Legacy stated,
I feel like they are the people we need to invest in the most. That’s my number one.
Children are what matters most. Other beliefs are connected to things that I care about,
like social justice. Just, like, all the -isms being true. I believe that adults have a huge
opportunity to influence students and to put them in the right pathway. How we view
them really matters. They’re, like, “Is the cup half empty or half full?” All of that really
matters. I’ve read a lot about this idea of, like, critical hope from Jeff Duncan-Andrade
and it’s our first value, but essentially, it’s this idea around how you view students, right?
If you view them for their potential, or for their challenges, being what makes them
unique or stronger, then that’s going to impact how they see themselves. That’s one of
them. I believe in compassion. I care about the people before their role. I think that
accountability is super needed in schools, ‘cause we’re working with children, and I’m
very much for it, but I’m also for doing that through a lens of compassion, and
understanding, and supporting, and knowing that behind every role at my school there’s a
human, right?

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Ms. Legacy’s testimonio is essential to this study because she highlighted how her valores
personales influence her leadership as a Latina principal of a charter school. Her belief that for
children to grow into healthy and productive citizens, they must learn and practice a wide variety
of inter-related skills—social emotional, character, and academic—can only be achieved by
educating the whole child. Ms. Legacy similar to other participants in the study argued, how we
see our students will influence how we address their needs in and out of the classroom.
Additionally, it will influence what rules and systems govern our school environment at large.
The idea of weaving core values into the school experience for students was also a prevalent
topic during the plática with Mrs. Esperanza. She stated,
So, we weave our core values into everything that we do at [our school]. So, I mean, I’ll
name some of them for you. So, familia is very important to me. I want to make sure that
I’ve created an environment where every kid feels like they belong. Like, they’re not
going to get along with everybody, but there’s at least one adult in the building that they
can connect to. So, that’s very important to me. And we do that a lot via advising, but
sometimes, it’s not the advisor. Sometimes, it’s somebody else, and it could be another
teacher in another grade level. And I always make sure, especially if students are
struggling, that they have one adult in the building that they can connect to. So, the value
of familia is very important.

Mrs. Esperanza went on to add,
We all know how hard college is, especially for first-gen kids. So, teaching that value of
working hard, getting up when you fail, is important. I think another core value that’s
very important to me is mastery. We’re never done learning. We’re never done growing.
And you should never be satisfied. So, if you get a B, a B is not an A. An A is not an A+.
So, that’s a value that’s very important to me. And it’s something that also comes from
childhood. My mom would always tell us we can be anything we want to be. But we
must be the best at whatever we do. Don’t do half-assed stuff.

The value of having a strong work ethic blends throughout her school’s philosophy and approach
to teaching and learning. To illustrate this point, Mrs. Esperanza added,
That was something that was instilled in me, and something that I believe was really
important for me to get through college and to be where I am at today. So, I always tell
kids, “Never be satisfied. Resubmit, send your teacher an email, make sure that if you

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don’t, if you’re not happy with your grades, are you able to do it over and over again until
you get the right grade?” So those are some of the biggest guiding principles.

Mrs. Esperanza’s awareness of what it meant to be a first-generation Latina student from
G.T.U.S.D. influenced the way she shapes and molds her schools’ culture. She shared,
So, I want to break that stereotype. I don’t want my kids to be the kids that are showing
up late to work, especially not late to their college class. So, I really push that as well. So,
sweating all the small stuff and the details so that can learn in an environment and a team
of people who believe in their long-term success.

This part of her testimonio highlights the organizational values that she prioritizes as a principal,
based on her lived experiences and fight toward building a more and just equitable school. Her
school operates as an environment focused on social and emotional learning and character
building for first-generation students. Decisions made by Mrs. Esperanza and her school team,
are rooted in creating a high-quality academic and social experience for students of color and
immigrant families. By honoring valores personales, Mrs. Esperanza and all other participants
named the values that contributed to leadership practices as Latina principals of charter schools.
Participants, through all pláticas, communicated the influence that valores personales
have had on leadership styles as Latina charter school principals. Participants understood that
effective school leadership was only possible by being grounded in different components of
identity, which resonated throughout the pláticas. Honoring valores personales and eliciting them
to inform school culture and mission alignment are critical for the school’s overall effectiveness
and success (Kouzes & Posner, 2016).
Identidad de Liderazgo (Leadership Identity)
Another common theme captured in the pláticas was that each Latina saw herself as an
advocate of social justice in her charter school. No matter the challenges faced as leaders of a
Title I school, each woman championed the causes of equity and high achievement for all

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students. Each leader in the study identified with a social justice agenda to eliminate the
achievement gap for Black and Latina/o children across the nation. For instance, Ms. Legacy
stated,
I was able to travel with the same cohort of students when I taught for four years. I saw
them grow, because I taught Spanish. I taught all the levels, essentially. By the very last
year, yeah, they were like my family. I think first and foremost, then, I think I was doing
everything I could to make my classroom as magical as possible, as safe as possible, a
sacred place. I never had an alone lunch, because kids would be there all the time. That
wasn’t happening in other spaces. I think that was frustrating and concerning. I was
frustrated about like a lack of accountability towards some educators that shouldn’t have
been there. That angered me. Kids don’t deserve this. That’s one of the big reasons I
wanted to be able to have an opportunity to influence what was happening in all
classroom spaces, not just mine.

Having a social justice agenda is critical because of the lack of representation of people of color
in charter school principalship positions, which means Latina/o students are less likely than
White counterparts to see someone who shares their ethnic background at the highest leadership
position on campus (Sá nchez et al., 2008). Mrs. Herencia advocated for both students and
teachers. She shared,
I think I operate on very student-centered beliefs: beliefs that Latina/o students are
capable, that students should have autonomy, that they should have choice, that
everything we do should be to benefit them, but I also value teacher voice and teacher
expertise and teachers as decision makers. So, I think I try to balance both of those
things, so there’s moments where I might disagree with a teacher because I think
something could be done different for our Latina/o that would deepen their understanding
of self and community at large. And I think I tried to voice that with them, but also in a
way that invites them to ponder something differently, but doesn’t say like, “No, don’t try
that.”

This part of Mrs. Herencia’s testimonio was important in expressing her identity as a Latina
charter school leader. In naming the importance of honoring all stakeholders’ voices, Mrs.
Herencia displays the compassionate and constructivist style of leadership she uses. Similar to
other participants in the study, learning how to amplify the voices of her students and staff
provided Mrs. Herencia with a deep sense of leadership identity. The importance of defining

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beliefs and how those beliefs influence interactions with students and adults in the building were
paramount for the Latina charter school principals in this study.
Gándara (2010) asserted that Latina/os are the least educated of all major ethnic groups.
School leaders must actively work towards ending the achievement gap by creating missions and
setting goals that hold high expectations for student success. Effective leaders cultivate a culture
and a school environment that ensure all students succeed. When choosing to engage all
members of the school environment, Ms. Legacy stated,
All decisions must revolve around the kids and the impact that we’re having on them. I
think principals, more than anything, need to be great at people management. Something
I’ve learned through hard pains, but that’s what matters most. Can you manage adults in
all ways? On the emotional component, their role, but managing adults and teens, it’s
super critical. Yeah. I think I mentioned this a little bit, but I do care a lot about
accountability. I think an effective leader has to have structures of accountability for
everybody, including, you know, we have a plant manager, a facilities person,
accountability for him, right? If I care about the presentation of my building, he needs to
be clear on what I expect from him. There needs to be a structure for accountability there.
That one’s definitely important.

Ms. Legacy’s testimonio exemplified the idea that students of color deserve to be
surrounded by adults in the building who are invested in their academic and socio-emotional
well-being. As a principal, she must work to create goals for her staff as individuals and a
collective entity. School site leaders, like the principal and assistant principal, set the mission,
goals, and high expectations for student success on their respective campuses. As stated
previously, effective leaders create a culture and school environment that ensure all students
achieve. The women in this study all spoke to different strategies and approaches they use in
hopes of bridging the achievement gap. Passion for ending the achievement gap that
disadvantages Latina/o students across the nation resonated through each plática. Dr. Hernandez
stated,

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I would say informally, I definitely continue to love me some leadership theory. I wrote
my dissertation, or I would say my theoretical framework in my dissertation was all
around transformational leadership, and really again, understanding that and then trying
my best using that lens as I approach different problems and identify solutions. I always
go back to Freire’s book on pedagogy and just kind of constantly reminding myself of
what we’re doing and how we can do it. So again, formally, definitely through this
development system and those that continue to help develop me every day. But then,
also, just through my own curiosity, and again, going back to my identifying as a learner
and as a student first.

In this part of her testimonio, Dr. Hernandez spoke to her deep understanding of her leadership
identity, a common theme across all participants. The constant pursuit of equity motivated and
inspired all Latina charter school principals. They are driven by something bigger than them and
use this to guide decision-making and academic and cultural systems used within the school. As
educators, each woman saw their profession as part of their identity and continually work to
challenge their assumptions about how children attending their schools should be educated. They
actively examined the practices, structures, and policies being implemented within their schools
to realize educational equity for all children.
Summary of Motivations and Paths to Influence
Bass and Avolio (1994) defined transformational leadership as a multidimensional
construct that requires the leader to have four main areas: (a) charisma and inspirational
motivation, (b) intellectual stimulation, (c) individual consideration for the growth of the
employee, and (d) inspirational motivation where the leader can motivate individuals to increase
their commitment to the organization. All pláticas revealed three common themes for Research
Question 2: raíces familiares (family roots), valores personales (personal values), and identidad
de liderazgo (leadership identity), all of which are connected to the literature described in
Chapter 2 and were supported by the testimonios.

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Chapter Summary
All principals accomplished their goals despite the challenges they faced in their lives.
The ability to stay resilient played a large part in acquiring the role of a charter school principal.
Bandura et al. (1994) noted that how people respond to difficult circumstances and how resilient
they are when facing adversity can determine the level of success as a leader. In the pláticas,
some participants shared they experienced racism, while others experienced different levels of
sexism as they continued to move up in leadership positions. While most obstacles were external,
there were internal obstacles that all women had to overcome to meet career goals. In achieving
school leadership roles, several women noted developing the confidence needed to lead and
manage an effective charter school. Each plática provided the space necessary for each woman to
tell the story of their pathway to charter school leadership.
This chapter examined emergent themes identified by the researcher that helped to
answer this study’s two research questions:
1. How do Latinas describe their lived experiences and career paths toward charter
school principalships?
2. What are the motivating or facilitating influences that contribute to the leadership
practices of Latina principals in charter schools?
Themes from this study were drawn from pláticas with five charter school Latina principals in
California. The three themes identified for lived experiences and career pathways were: raíces
familiares (family roots), valores personales (personal values), and identidad de liderazgo
(leadership identity). All themes demonstrated how Latina charter school principals described
lived experiences and career paths toward charter school principalship. The three themes
identified for motivations and paths to influence were raíces familiares (family roots), valores

68

personales (personal values), and identidad de liderazgo (leadership identity). All themes
demonstrated the motivating or facilitating influences that contributed to the leadership practices
of Latina principals in charter schools. In addition, relevant literature from Chapter 2 was used to
strengthen the themes’ importance and were highlighted using the theoretical frameworks where
applicable.
Chapter 4 included a discussion of this study’s emergent themes, which answered both
research questions. The summary, limitations, implications, recommendations for future
research, and the study’s conclusion are presented in Chapter 5.

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CHAPTER 5: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS
The principal is the second most critical influence on student achievement after
classroom teachers (Fullan, 2014). While the Latina/o population in the United States continues
to rise (National Center for Education Statistics, 2011) and the diversity of public classrooms is
changing across the nation, school site leadership has remained mostly White (Cammarota,
2006). The purpose of this qualitative study was to describe the experiences of five Latina
charter school principals in California. This research contributed empowering narratives to the
pathways of Latina women educational leaders and the limited research that exists. By valuing
these Latina charter school leaders’ experiences, we evolve current understandings of what
philosophies, qualities, characteristics, and values school principals across the nation may
experience.
The importance of an effective principal has been recognized for many years (Fullan,
2014), yet there is still a growing need to examine best practices used by charter school
principals. This qualitative study aims to understand how five Latina charter school principals
view race, gender, and culture impacting their professional experiences within urban K-12
charter school contexts. The chapter is structured into the following sections: a review of
theoretical frameworks and literature used in the study, a summary of findings, limitations,
implications, recommendations for future research, and the conclusion.
Review of Theoretical Frameworks and Literature
The absence of research on Latinas serving as principals in charter schools does not mean
the body of work is nonexistent. The Latina/o population is growing, as is the number of Latinas
in the workforce. More researchers are beginning to explore the presence of Latinas in leadership
positions, which is promising. This study employs critical race theory (CRT), with a specific

70

focus on Latina/o critical race theory (LatCrit) and Chicana feminist theory, to explore the ways
the five Latina charter school principals described their lived experiences on their pathway into
principalship. The literature used to position this study speaks to the five tenets of CRT in
education (see Figure 5; Solórzano, 1997, 1998) that can and should be used to inform theory,
research, pedagogy, curriculum, and policy. Utilizing these frames is critical for all researchers
so that dominant literature can become more inclusive of the voices and experiences of people of
color. In doing so, our society will have a deeper understanding of the intersectionality that is
experienced for people of color which encompasses race, class, gender, sexuality, and other
identity markers.
Figure 5
Five Tenets of Critical Race Theory in Education

As the number of Latinas in leadership positions in charter schools increases, it is
important we begin to validate Latina lived experiences and explore pathways into principalship.
The five testimonios collected for this study draw on these tenets and Chicana feminist theory as
The intercentricity of race and racism
with other forms of subordination.
The challenge to dominant ideology.
The commitment to social justice.
The centrality of experiential
knowledge.
The utilization of interdisciplinary
approaches.

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a means to expand the literature and discussion of race and racism’s impact on educational
structures, practices, and discourses. The testimonios sought to bridge the gap in the literature by
eliciting Latina charter school principals to have their voices heard.
Through the lens of both LatCrit and Chicana feminist theory, the experiences of five
Latina charter school principals were studied, documented, and analyzed. The experiences of
these five Latina charter school principals mirrored both the barriers and rich leadership practices
named in the literature referenced in Chapter 2 of this study. For example, a common barrier for
Latina leaders in education includes negotiating a balance between family, religion, community,
and careers (Hernandez & Murakami, 2016; Mendez-Morse et al., 2015). The experiences and
obstacles among the Latina principals in this study provided the foundation for strong,
passionate, and authentic forms of leadership. As women and as Latinas, they experienced
discrimination at both the micro- and macro-level on pathways to the principalship.
In particular, the Latina women in this study spoke to the duality of being a Person of
Color growing up in the United States and having immigrant heritage. Gloria Anzaldúa (1987)
spoke to this phenomenon, which served as foundational literature for this study, as stated in
Chapter 2. Each participant shared how cultural norms in their Latina/o households were
different from the U.S. mainstream culture. Nonetheless, they understood the importance of
embracing these identities to experience success. In embracing both the U.S. mainstream culture
and Latina/o culture, the Latina women in this study were able to navigate cultural and gender
expectations by utilizing community cultural wealth, familial capital, and accessing higher levels
of education in order become charter school principals.
The experiences highlighted in this study provide voice to a historically disenfranchised
group. The testimonios, analyzed through the lens of LatCrit and Chicana feminist theory, retell

72

their stories and experiences in teacher preparation programs, professional development
programming at charter management organizations, and access to formal and informal networks
of support. The varied obstacles were both internal and external in nature. Each Latina charter
school principal faced hardships in pathways to the principalship. Each participant in the study
described their struggles as a reason to advocate for equity and social justice on their campuses.
The women in this study championed equity and student success for all due to the
different challenges they faced as Latina women navigating educational systems. This mirrors
the literature, which states that an element in the work of Latinas has been their commitment to
social justice leadership (Hernandez & Murakami, 2016; Mendez-Morse et al., 2015).
Demonstrating empathy due to common experiences, the principals in this study actively work to
diminish the barriers prohibiting Latina/o student achievement. All participants serve schools
with a social justice agenda in mind, working tirelessly to eliminate the achievement gap,
promoting a safe and inclusive environment for students and staff, and working to minimize any
barriers to providing leaderships and mentorship for all stakeholders.
The testimonios of the Latina charter school principals conveyed strong ethnic ties, which
they attributed as the foundation for success. This aligns with the extant literature, which asserts
that a relationship exists between a positive Latina racial identity and leadership practices
(Hernandez & Murakami, 2016; Mendez-Morse et al., 2015). The principalship is a complex and
challenging position that requires adequate preparation, recruitment, and retention strategies to
ensure success. As more Latinas begin to assume this role, we must examine unique lived and
career paths towards the principalship, as well as explore the motivating or facilitating influences
that contribute to their leadership practices.

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Summary of the Findings
The results demonstrate that these Latina principals attributed their leadership style and
influence to raíces familiares (family roots), valores personales (personal values), and identidad
de liderazgo (leadership identity). Each plática revealed a unifying thread of resilience, which
spoke to overcoming obstacles based on sex, race, ethnicity, and socioeconomic backgrounds.
All women are influential leaders who embody their core values at their respective charter
schools.
This study has shown that Latina charter school leaders have rich lived and perceived
experienced that can help bridge the achievement gap for Latina/o students and ensure that
tomorrow’s workforce will be prepared. The disparity in the number of Latina school leaders has
negative consequences for Latina/o students. Non-Latina/o school personnel have historically
been dismissive of the cultural capital Latina/o students possess, assigning them a second-class
status (Monkman et al., 2005; Ochoa & Cadiero-Kaplan, 2004). This marginalization reinforces
the notion that Black and Latina/o children do not belong in schools. The number of Latina
instructional leaders must be exponentially increased to mirror the diversity of the student
population currently found in charter schools. The data from this qualitative study provide
guidance to administer preparation programs, charter organizations, and state educational
agencies to implement policies throughout the nation.
Most importantly by honoring the voices of the Latina charter school leaders we deepen
the knowledge, skill, and abilities of California school leaders at large by examining the lived
and perceived experiences of female K-12 school leaders of color. In working to create a
meaningful and transformative K-12 experience for students of color, we cannot undo systemic
oppression by excluding the voices of leaders’ representative of this community. The five

74

participants in this study, exemplify the diversity of experiences that are needed to expand the
current literature of leadership within California public schools.
Limitations
The following section focuses on three main limitations related to this study: sample
population, geography, and research design and researcher bias. First, the testimonios were
specific to the Latina charter school principals to gain a deeper understanding of the Latina
experience and to move away from male-dominated leadership literature. Mainstream leadership
literature seeks to promote a White, male, heterosexual, and Christian viewpoint. Latina
leadership and experiences are anomalies, as I argued in Chapter 2. As the lead researcher, I was
interested in amplifying the voices of the Latina charter school leaders and honoring the lived
experiences and career paths towards charter school principalship.
Second, participants in this study were specific to Latina charter school leaders in
California, given that I was interested in learning about experiences of Latina charter school
principals who serve populations with 80% or more Latina/o students. This demographic
requirement was central to data collection because I was interested in understanding the
intersectionality race, class, and gender played in schools that serve students who share similar
racial, language, and cultural characteristics.
Lastly, and in full disclosure, identifying as a Latina charter school leader myself, I tried
to remain as objective as possible to ensure the high standard of rigor in data collection and data
analysis. It is important to note; however, all researchers bring perspectives or implicit biases,
which cannot entirely be stripped when interpreting the data and communicating the findings.

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Implications for Practice
The results of this research study led to the conclusion that there is a need to develop a
Latina principal mentoring program across charter organizations in California. The mentoring
program can include individual site-based preparation for Latina women assistant principals and
principals. The mentoring program can also consist of leadership development that provides
Latina charter school leaders with the skills they need to attain and retain principalship within
CMOs, as well as include on-site mentoring that focuses on long-term professional goals. A
formalized mentoring program can be one instrument to assist and support Latina women
aspiring to become charter school leaders. Most of the women in this study did not have other
Latinas guiding development or career pathways. As shared by Gardiner et al. (2000), the
“dominant culture of educational administration is Eurocentric, meaning informed by white,
male norms” (p. 29). It is imperative to develop highly effective Latina educational leaders so
that charter school leadership mirrors the high percentage of Latina/o children attending schools.
Mentoring is essential for anyone who needs professional or personal guidance and
support. Creating the infrastructure that will support Latina charter school leaders to navigate the
complexities of charter schools will provide them with the socioemotional support needed to
thrive in White- and male-dominated structures.
Recommendations for Future Research and Call to Action
There are deliberate action steps that charter organizations and school districts must take
to pave the way for Latinas to become principals. I make the following recommendations for
how to encourage and acknowledge Latina leadership in both charter school and traditional
district schools (see Figure 6).

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Figure 6
Recommendations and Call to Action

While the literature suggests that there are many factors that Latina educators consider
when entering school leadership, it is critical that charter school and traditional district schools
take action to address Latina underrepresentation in school leadership. The following
recommendations are simple yet powerful in increasing the number of Latinas serving as
principals across the nation.
Use Counterstories
Using LatCrit and Chicana feminist theory as the theoretical foundation of this study
allowed for the five Latinas to explore professional and racial development as charter school
principals. Counterstorytelling was used in this study as a way of examining the intersectionality
between race, class, gender, sexuality, and its influence on leadership. I undertook this specific
study because there was not a substantial amount of literature highlighting Latina women
educational leaders—specifically, Latina principals in charter schools. Solórzano and Yosso
(2001) spoke to the power behind counterstorytelling, which is used as a tool to challenge
Use counterstories as a
methodological tool in research to
reveal experiences where Latina
principals discuss the
intersectionality between race,
class, gender, sexuality, and
leadership.
Create and expand recruitment
efforts explicity designed to
attract and retain Latinas into
charter school principalship.
Create and sustain mentorship
and fellowship opportuntities for
Latina charter school principals
nation-wide across CMO's and
traditional school districts.

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dominant discourse. Using critical race counterstories, like the ones featured in this study, work
to demystify the Latina/o educational pipeline. In collecting data and analyzing it through an
asset-based lens, researchers can present research founded in the rich experiences and knowledge
of Women of Color.
This study included the testimonios of five Latina charter school principals in California.
One potential research study is to expand this study across the nation and examine any common
trends that aspiring Latina women leaders can learn from and apply to positions of leadership.
The data from this study and a more comprehensive study could be aggregated to identify
common practices and structures to increase the number of Latina principals in charter schools.
Future research should also include field observations in data collection to gain more in-depth
knowledge of how Latina principals effectively manage charter schools.
This research would be instrumental to universities, state education agencies, and charter
organizations seeking to shift away from our current structures of school leadership, which is
made up of mostly White males. As racial demographics in the United States continue to change,
it is essential for us to examine what programs are implemented and being developed across
charter networks and educational agencies to promote mentoring and networking for aspiring
Latina charter school principals.
Create and Expand Recruitment Efforts
The data from this study stress how important it is for charter and traditional school
districts in California to explicitly recruit Latina educators for school leadership positions. The
pláticas in the study mirrored the current reality across the nation that speaks to the lack of
diverse leadership. The number of school-age Latina/os has grown by 45% since the last 2000
U.S. Census (Herndez & Murakami, 2016). However, these demographic shifts are not mirrored

78

in school leadership positions. For example, only 15% of public school teachers and 6% of
public school principals are Latina/o, as opposed to the 82% of White teachers nationwide (Rossi
& Daugherty, 1996).
Organizations, such as the California Association of Latino Superintendents and
Administrators (CALSA), have identified this problem in California. Members of CALSA, for
example, are currently working to address the diverse needs of Latina/o students and increasing
the number of highly effective Latina/o administrators. The State of California should support
organizations like CALSA, so that school districts can expand efforts to recruit, train, and retain
Latina educational leaders. Initiatives can come in many forms, like additional stipends for
Latinas serving as grade level leads, school site coordinators, or liaisons between the school and
other stakeholder groups. Additionally, financially subsidizing or aiding Latinas so that they may
participate in principalship programs at the local university or the district may help to increase
the number of Latinas seeking to become principals.
Create Mentorship and Fellowship Opportunities
Charter school and traditional school districts should also consider creating a mentoring
program or fellowship specifically to attract and retain Latina principals. The Latina charter
school principals in this study did not mention any mentoring program that supported
development as Latina leaders. In addition, only one out of the five women expressed being
mentored by another Latina during her pathway to the principalship. This study speaks to the
difficulties that Women of Color experience in finding a mentor who shares their gender, culture,
language, or ideologies (Ibarra, 1995). Generally speaking, People of Color find it difficult to
identify any mentors and if they do, they are forced to overcome critical barriers in the

79

relationship, such as differences in race, gender, job level, or organizational culture (Ibarra,
1995).
The findings in this study further reinforced the need to create mentorship and fellowship
opportunities for Latina school principals, specifically via other Latina school principals or more
senior administrators. The pláticas illuminated the importance of mentoring, to include
acceptance and confirmation, counseling and friendship, direct coaching, and guidance, in
navigating Eurocentric values and ideologies that further marginalize their identity and
leadership style. The findings in this study mirrored current research expressing the importance
of shared affinity with one’s mentor and the importance of being able to have psychosocial and
emotional support on one’s pathway to the principalship. Ibarra’s (1995) research speaks to the
importance of how relationships are developed both within and across racial boundaries. People
of Color often develop two complementary networks: “one set of relationships with whites who
may provide access to resources and opportunities and another set of relationships with people of
color who provide psychosocial and emotional support” (Ibarra, 1995, p. 685).
As stated by Carrillo (2008), being able to see someone who shares a similar cultural
background can provide tangible evidence of what you can become. In creating effective
mentoring programs specifically for Latina principals, California can foster a more inclusive
leadership model: one that actively works to expand the conventional definition of leadership as
represented in the literature. State agencies, private entities, and charter and traditional school
districts can look to the following agencies for further research on the advancement and
development of Latinas in leadership positions: MANA de San Diego, Latina Leadership
Network (LLN), and Hispanas Organized for Political Equality (HOPE).

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Conclusion
The purpose of this qualitative study was to understand how five Latina charter school
principals view the impact of race, gender, and culture on shaping their professional experiences
within urban charter school contexts. The discoveries provided context on three emerging themes
that influence Latina charter school principals: raíces familiares (family roots), valores
personales (personal values), and identidad de liderazgo (leadership identity). Latina women
principals are undeniably underrepresented compared to other minority principals (Banks, 2000).
This research study focused on two questions:
1. How do Latinas describe their lived experiences and career paths toward charter
school principalships?
2. What are the motivating or facilitating influences that contribute to the leadership
practices of Latina principals in charter schools?
Given the experiences of the Latina leaders in this study and with the increasing number
of Latina/o students in public charter schools, it is critical for K-12 charter schools to incorporate
role models that are racially and ethnically representative of the students they serve. School
districts and charter organizations specifically need to provide ample opportunities for Latina
women to grow as leaders. As Latina women strive to lead in education, it is vital to expose the
common obstacles, triumphs, and experiences that these women had overcome, so that future
generations of Latina women coming down the educational pipeline can learn from their
experiences and be inspired by their stories. Research on the disparity of the number of Latina
women principals, compared to non-Latina leaders, is essential if we expect to close the Latina/o
achievement gap and if we want to enable more Latina women to become school leaders.

81

The literature referenced in this research study speaks to the underrepresentation of
Latina women in educational leadership positions, like the principalship and other senior
positions of leadership within schools. Policy changes need to be implemented so that the
number of Latina women in these positions increases across the nation. LatCrit and Chicana
feminist theory were used as the conceptual framework to examine the experiences unique to the
Latina principals in this study. The testimonios sought to bridge the gap in the literature by
eliciting five Latina charter school principals the opportunity to have their voices heard. It
examined the obstacles Latina charter school principals have overcome in obtaining leadership
positions, the skillset they possess to drive student achievement on campus, and the impact race,
ethnicity, and gender have on their leadership styles.
The purpose of this qualitative study was to describe the personal and professional
experiences of five Latina charter school principals in California. This research contributed
empowering testimonios to the study of Latina women educational leaders and the limited
research available. By documenting the experiences of these Latina women educational leaders,
inquiries such as this dissertation can offer valuable research to the lack of studies on this matter.
It was imperative to obtain an understanding of what philosophies, qualities, characteristics, and
values Latina charter school principals possess and implement when leading effective schools.
This study aimed to honor how five Latina charter school principals view the impact of race,
gender, and culture on shaping their professional experiences within urban charter school
contexts.
The results demonstrated throughout the pláticas showed that these women were
motivated by families, rooted in their core values, and driven by a social justice lens to affect
change in their respective charter schools. Furthermore, each participant overcame obstacles

82

based on their ethnicity, gender, and socioeconomic background. The Latina/o community has a
proud and strong history filled with values rooted in family. This qualitative study has captured
the experience of Latina charter school principals and the leadership qualities they display to
achieve their goals. The women in this study play a fundamentally important role in moving the
Latina/o community forward. This research is a contribution that helps other aspiring Latinas
cultivate leadership as charter school principals. Lastly, it is my sincere hope that this research
honors the spirits of these principals and pays tribute to the legacies they are creating.

83

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APPENDIX A
Research Participants ’ Invitation E-Mail
Dear _______________,
I am a doctoral candidate in the Rossier School of Education at the University of
Southern California and an Assistant Principal at _____________ (name of current CMO). I’m
reaching out because I’m looking to interview Latina charter school principals for my
dissertation. The goal of my qualitative study is to learn more about Latina leadership overall and
hear about your specific journey into charter school leadership.
You are asked to participate only if you are currently employed as a [role] in a public
charter school. If you agree to participate, you will be asked to complete a preliminary survey;
the estimated time for completion is approximately 5 minutes. Upon completion, you be asked to
participate in a 30-45-minute plática in which you will be asked several questions about your
leadership journey. The University of Southern California’s Institutional Review Board has
approved this research study (IRB # UP-19-00759).
Your participation is completely voluntary. If you decide to participate after reading this
email, you can access the survey via the following link: _______________
My hope is to capture your voice and honor the work that you’ve put into your school! It
would be a privilege for me to learn more about you and your journey into charter school
leadership. Please email me at mejian@usc.edu if you have any questions. Thank you in advance
for your time.

Sincerely,
Natalie Mejia
USC Doctoral Candidate Researcher

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APPENDIX B
Informed Consent
Date: __________________
Dear _______________,
My name is Natalie Mejia, and I am a doctoral student at the USC Rossier School of
Education. I am conducting a research study under the guidance and direction of Dr. Briana
Hinga. This qualitative study aims to understand how five Latina charter school principals view
the impact of race, gender, and culture on shaping their professional experiences within urban
school contexts. I will interview and survey current Latina charter school principals in the Los
Angeles county.
You have been invited to participate in a graduate research study that will work to create
space and honor the voices of the Latina women creating transformational change in charter
schools in California. The results of this study will inform multiple stakeholders, including
aspiring principals, superintendents, and school boards. It is my hope that this study will serve as
a valuable resource.
Your participation is voluntary, and you have the right to withdraw at any time. The
information collected will be kept confidential and anonymous by the researcher and members of
the dissertation committee. Data will be presented in a manner that will ensure that no individual
or district can be identified.
If you have any questions or concerns regarding your participation in this study, you may
contact me at mejian@usc.edu or Dr. Briana Hinga at the University of Southern California.
Thank you, in advance, for your time and assistance.

102

Sincerely,
Natalie Mejia, Researcher, mejian@usc.edu
Dr. Briana Hinga, Dissertation Chair, hinga@rossier.usc.edu
---------------------------------------------------------------------------------------------------------------------
( ) I have read this form and have been given the opportunity to ask questions. I consent to my
participation in the research described above.
Participant’s Signature: __________________________________________________________
Participant’s Printed Name: _______________________________________________________
Date: __________________

103

APPENDIX C
Preliminary Survey
It is my privilege to have you participate in my qualitative study. Before we meet for our
plática, please fill out the following survey questions. This information will be used in Chapter 4
of my research study, where I will provide the reader with more context about the participants in
the study.
Pseudonym (if desired) ___________________________
What is your age range?
20—30 years 31-40 years 41-50 years Over 50
What is your race/ethnicity? ___________________________
What is your highest level of education obtained?
EdD/PhD Master’s Bachelor’s Other (please
specify)
Have you ONLY worked in charter schools?
Yes No
If no, how many years were you in district/private? ________________________
How many years in education overall?
2 years or less 3-5 years 6-10 years 11-15 years 16 or more
years
How many years in charter school principalship?
2 years or less 3-5 years 6-10 years 11-15 years 16 or more
years
What type of charter school do you lead?
Charter Elementary School Charter Middle School Charter High School

104

APPENDIX D
Interview Questions (Preguntas Para las Pláticas)
It is a privilege to share this moment with you and learn more about your journey into
leadership. Before we begin the interview, I wanted to share the following:
• You reserve the right to stop the discussion at any time. No explanation is needed.
• If a question is unclear or requires further clarification, let me know I will restate the
question.
• I will be recording this interview for the sole purpose of the study. It is my ultimate goal
to honor your voice and not my perceived notions.
• Your name and identity will be protected.
Thank you once again for your participation in my research study! Let’s begin the interview.
1. How do you identify in terms of race, class, and gender?
2. Tell me about your experiences as a student in the K-12 educational system.
3. Do you think the way you identify had an impact on the way you experienced the K-12
educational system?
4. Tell me about your experiences as a student in higher education (B.A., credentialing,
masters, doctorate).
5. Do you think the way you identify had an impact on the way you experienced the higher
educational system?
6. What path did you take to get to where you are today as a Latina school leader?
7. Can you describe your teacher/teaching experience?
8. Can you describe your experience in the administrative credential program? (if
applicable)

105

9. Why did you decide to become a charter school principal?
10. What beliefs, values, and experiences inform your leadership?
11. What or who influenced your leadership style?
12. How would you describe an effective principal?
13. Would this change have given the context of the charter school?
14. Do you see yourself as an effective principal? Why or why not?
15. What access do you have to formal/informal preparation and continued development to
become and sustain as an effective Latina charter school principal?

Abstract (if available)

Abstract This qualitative study aims to understand how five Latina charter school principals view the impact of race, gender, and culture on shaping their professional experiences within urban school contexts. Employing LatCrit and Chicana feminist theory, this study seeks to answer the following research questions: How do Latinas describe their lived experiences and career paths to a charter school principalships? What are motivating, or facilitating, influences that contribute to the leadership practices of Latina principals in charter schools? The testimonios of five Latinas principals in charter schools provide new understanding to our current concepts of educational leadership and theory. Through the collection of the participants’ testimonios, pláticas were designed to capture lived experiences as well as perceptions of their lived experiences as charter school principals. The pláticas were conducted with five Latina urban charter school principals in California. The analyses of the five pláticas were interpreted and reflected in the following themes: raíces familiares (family roots), valores personales (personal values), and identidad de liderazgo (leadership identity). Testimonios each described the influence culture, ethnicity, social class, and gender play in navigating their educational and professional careers. Testimonios described formal and informal support systems each participant accessed on their journey in achieving leadership positions within charter schools. Common findings from the pláticas suggest means of achieving change and recommendations for future research to improve recruitment, mentoring, promotion, and retention to value Latinas’ contributions and strengthen the leadership workforce in charter schools. Each of the pláticas contribute positive counter-stories as exemplars and models for Latina youth and other women working to become principals and superintendents in K-12 charter schools in California.

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Asset Metadata

Creator Mejia, Natalie (author)

Core Title Grinding harder than a molcajete: a qualitative study of Latina charter school principals

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/29/2020

Defense Date 06/18/2020

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

Tag charter school leadership,core values,Latina principals,OAI-PMH Harvest,pláticas,testimonios

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hinga, Briana (committee chair), Escalante, Michael (committee member), Navarro Martell, Melissa (committee member)

Creator Email mejian@usc.edu,ms.nataliemejia@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-350328

Unique identifier UC11665407

Identifier etd-MejiaNatal-8816.pdf (filename),usctheses-c89-350328 (legacy record id)

Legacy Identifier etd-MejiaNatal-8816.pdf

Dmrecord 350328

Document Type Dissertation

Rights Mejia, Natalie

Type texts

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

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

Repository Name University of Southern California Digital Library

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