This qualitative descriptive case study explored lived experiences of female Latina principals in a southern bay area California county. Researchers are in agreement that there are limited studies in describing female Latina principals advancing their careers by overcoming barriers and challenges. Six individual semi-structured in-depth interviews were used to gather the information related to Latina female principals’ career development, the female Latina principal, educational leadership, and educational administrator. Latina female principals are not entering the administrative ranks in proportion to the numbers receiving administrative credentials and in comparison to the Hispanic student population. Results of this study show female Latina principals encountered barriers of race, gender, power barriers, and lack of systematic mentors. Principals were supported to overcome these barriers through their commitment to their careers, personal drive and passion, cultural assets such as language and culture, and informal supports from mentors and families. Knowledge acquired from this study may prove beneficial to sustaining continued investigations of career advancement opportunities for Latina principals in California. Moreover, implications from this study may help clarify opportunities for career advancement, self-consciousness, and self- identity for Latina principals.
|Commitee:||Boone, Shawn, Reis, Noni|
|School:||University of Phoenix|
|Department:||School of Advanced Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/08(E), Dissertation Abstracts International|
|Keywords:||Barriers, Career advancement, Critical race theory, Gender, K-12 education, Latina leadership, Leadership, Race|
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