Date of Award

8-2022

Document Type

Dissertation

Degree Name

Doctor of Education in Educational Leadership

Department

Education

First Reader/Committee Chair

Louque, Angela

Abstract

The educational pipeline has historically been dismal in regards to Chicana/Latina high school completion and beyond. Navigating between two cultures, social and familial demands, and lack of social and political knowledge has been a challenge. According to the United States Census Bureau (2020) “The Hispanic or Latino population, which includes people of any race, was 62.1 million in 2020. The Hispanic or Latino population grew 23%, while the population that was not of Hispanic or Latino origin grew 4.3% since 2010.” With this being said, there has been an increase in the number of Latina/o’s graduating from high school and college-preparedness, but this continues to be at a much lower percentage than other races, and the level of equitable access to college preparation curriculum that is provided for them (State of Higher Education for Latinx in California, 2018). Moreover, there was an increase of 30 – 31 percentage points in the last 10 years between Latinx and white students attaining a bachelor's degree. Although there has been an increased number of Latina women obtaining graduate degrees in education, the number that holds administrative positions such as superintendent principal, or district office personnel is grim (Avalos & Salgado, 2016). There is a substantial underrepresentation of women in secondary leadership, especially when considering ethnicity and gender; in the case of minority women, there is mainly a lack of literature written on educational leadership through their lens and their voice. (Rivers Wrushen & Sherman, 2008). The difficulties that Latina/o leaders face begin within the K-12 school pipeline and continue through their leadership preparation programs in which the facilitators of these are ill-equipped for leadership for equity (Peterson & Vergara, 2016). Furthermore, the constant obstacles are present through equitable practices of employment, hiring, retention, and support of school leaders of color (Peterson &Vergara, 2016).

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