Latinas in higher education administration are often overlooked as an integral part of academia. Literature suggests very few scholars research the lived experiences of Latinas in higher education administration, and specifically how these mujeres have continued to persevere while breaking through the adobe ceiling (Ramos, 2009). This qualitative study addresses that gap and highlights the experiences of eleven Latina upper-level administrators in 2-year and 4-year institutions of higher education across the United States. Utilizing a narrative inquiry approach, the mujeres of this study discussed how they navigated their Latina identity and microaggressions while working at historically white institutions. Because this research was strictly focused on Latinas, Critical Race Feminism (Wing, 1997) served as the primary theoretical framework. Transformational Resistance (Solórzano & Delgado Bernal, 2001) was utilized as a corresponding conceptual framework, and the study overall was approached with a desire-based theory of change (Tuck, 2009a) to center the experiences of Latinas. The findings highlighted how activating differential consciousness, responding to microaggressions via a professional clapback, forming Comadrehood, and by exuding Big Hoop Energy, these mujeres are paving the way for future Latinas interested in a career in higher education administration.
|Commitee:||Grant, Derisa, Zaragoza-Petty, Alma|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Higher education, Higher Education Administration, Latin American Studies|
|Keywords:||Big Hoop Enery, Critical Race Feminism, Higher Education Administration, Latinas, Microaggressions, Professional Clapback|
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