Latinas Overcoming Barriers to Success in Educational Leadership

NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION & SUPERVISION JOURNAL
VOLUME 34, NUMBER 4, 2016
SPECIAL ISSUE
24
Legacy of Hope: Latinas Overcoming Barriers to Success
Maria Avalos
Assistant Professor
The University of Texas of the Permian Basin
Yolanda Salgado
Associate Professor
The University of Texas of the Permian Basin
Abstract
Texas school districts continue to face challenges resulting from the changing demographics of
the public school student population by creating positive, multicultural learning environments.
Although school districts are intent on establishing positive multicultural learning environments,
women of color continue to be underrepresented in leadership position on school campuses. In
an effort to support and provide hope to future Latina leaders, the authors of this article will
highlight the experiences of five Latina women who are successful school leaders. Their insight
and stories illustrate the barriers they have faced, including the resistance and discrimination of
their peers, the personal perceptions of isolation, and the difficulties associated with the attempt
to balance both professional and cultural expectations.
Keywords: educational leadership, Latina leaders, barriers to educational leadership
School districts in the United States have made efforts over the last thirty years to create
positive, multicultural learning environments for its students. As result of these efforts, both
public and private education has seen an increase in the number of women and people of color in
leadership positions in schools. Still, women of color remain significantly underrepresented in
independent school leadership. Today's demographic, economic, and political changes have
placed growing emphasis on multiculturalism and the global economy. Yet, there remains a bias
towards women as school leaders.
Research has been written about the forces and barriers that prevent Latinas from
reaching the top of the public school ladder. Scholars attribute one of these barriers to the
patriarchal society which has predetermined gender roles that depend on males viewing them as
superior and representing the ‘norm’ while women are secondary considered inferior and lacking
of power. These gender role views are ingrained deeply becoming almost invisible yet it is the
very fabric of social organizations woven together by males for females to support males.
(Walbey, 1986). Among the barriers which have been cited are a lack of role models and
mentors, lack knowledge in regards to networking, as well as the presence of structural barrier
including school organization, school boards, and “good old boy” networks.

MARIA AVALOS AND YOLANDA SALGADO
___________________________________________________________________________________________25
Barriers
Lack of Professional Networks
Latinas in leadership positions often lack an informal social group where female
administrators can come together to share their feelings and concerns about their work and
family experiences. When such networking is unavailable, Latinas can experience feelings of
isolation and exclusion from their work environments. Jacobs (2002) studied a case in which a
male superintendent supported an informal social group for school leaders and administration.
Although everyone, including the Latina women, was invited, topics were often centered on male
interests. The men shared their concerns freely, while the limited numbers of Latina women were
overlooked. In addition, these social circles take on meaning as spaces where positive
relationships are being created and the groundwork is subtly being laid for advances and the
exclusion further handicapping women from climbing the leadership ladder and further
perpetuating feelings of isolation and exclusion.
Lack of Professional Mentoring
Historically, women have served as the majority when gathering data related to the public
school system. Although the number of Latina women obtaining graduate degrees in education
has increased, there are few who hold educational administrative position such as superintendent,
principal, or district office personnel. This means that there are a limited number of Latinas in
leadership roles that can mentor these individuals. Mendez-Morse (2004) defined a role model
as someone whose characteristics or traits another person would want to emulate; a mentor was
defined as someone who actively helps, supports, or teaches someone else how to do a job so
that she will succeed. Mendez-Morse found that Latina leaders identified a primary mentor from
the nonprofessional areas of their lives, and these mentors mitigated the absence of a formal,
traditional mentoring relationship (p. 561). These relationships were used to “mitigate the
absence of a formal, traditional mentoring relationship. Moreover, the experiences of these
school leaders demonstrate that these Latinas assembled or constructed a mentor from varied
sources that collectively met their specific needs and priorities” (Mendez-Morse, 2004, p. 564).
Systemic Barriers
Discrimination affecting women and minorities still exist. In Fiscal Year 2011, The
Office of Federal Contract Compliance Programs (OFCCP) successfully resolved 134 cases of
employment discrimination affecting women, minorities, people with disabilities and protected
veterans (U.S. Department of Labor, 2012). The glass ceiling is often used to explain why
women have been unable to attain higher levels of executive positions. The Department of Labor
defines the glass ceiling as “barriers based on attitudinal or organizational bias that prevents
qualified minority men, and women of all races from advancing in their organization” (U.S.
Department of Labor, 1997, p. 4). This type of institutional barrier can include practices such as
inadequate recruitment and retention of those from populations that are underrepresented in the
upper echelons of the work force (USDL, 1997).

26___________________________________________________________________________________________
Trujillo-Ball (2003) reported that Latinas in leadership positions are often
disproportionately assigned to schools with a preponderance of Hispanic children. These
assignments characterize Latinas as only being able to be reflective with one group of the
population and suggested that all women, including minority women, are often clumped together
as having the same traits and characteristics (Trujillo-Ball, 2003). These blanket stereotyping not
only affects the job satisfaction and overall success of Latinas working in leaderships in
education; it also affects the students that can be better served by a diverse group of leaders who
are seen for the benefits that they bring as individuals both to their work and their communities
(Mendez-Morse, 2004; Trujillo-Ball, 2003).
Balance of professional and cultural expectations. The balance of cultural expectations
along with those expected of women in leadership affects the success as well as job satisfaction
for Latina leaders in the public school system. Women in general have been left out of history
and rarely seen as developers of ideas, but more so passive and needy (Witt & Shapiro, 2015).
The addition of cultural expectations only increases the stereotypical treatment of women in
submissive roles. These expectations are reinforced by rituals and other forms of exchanges of
knowledge throughout the life cycle. Lyn Harris, a columnist for the Seattle Pi, writes in her blog
about these very expectations, “when my stepfather held his empty cup in the air, my mother
stopped her chores and filled that coffee cup” (2009). Harris suggested that gender expectation
always benefited the males in the family such as in meal times, men would be first to be served,
while the women waited on them; the division between the sexes had stricter rules for young
females than for the young male, males are given the opportunity to participate in extracurricular
activities, while females were limited or non-at all.
In many cases, girls and young women have sustained certain culture constraints that
limit what they do and what they can become, and in some cases, parents have this antiquated
idea of preparing their daughters to become good wives and if by chance she is not married in
her early years, a degree is no good without a husband and family in tow (Harris, 2009). “Ya se
te paso el tren,” meaning “The train has passed you by,” they’ll say, ascertaining to the idea that
marriage is life’s goal. Their own personal aspirations are not given value as it does not fit the
cultural norms of the home. Not understanding such cultural norms can bring negative
interpretation as one teacher in the Funds of Knowledge Pilot Study points out. She said,
I was led to believe that low-income and minority students are more likely to experience
failure in school because their home experiences had not provided them with the
prerequisite skills for school success in the same way as the home experiences of middle
and upper class students. (Gonzalez, Moll, & Amanti, 2005, p. 7)
This deficit way of thinking adds to the stereotyping and racisms Latinas face from the
very beginnings of the educational journey. They typically grow up in homes where college is
not pushed upon them or emphasized. They mostly grow up seeing people who look like them in
labor or trade jobs that do not require a college degree, thereby eluding the subtleness that comes
with racism (Lechuga, 2012).
As they seek careers in institutions of leadership, racism may appear subtle, invisible and
without thought to many, but it’s obvious to them and others like them. It is perhaps the key
contributor to the gender/race gap that exist between male and Latinas in positions of leadership.

___________________________________________________________________________________________27
It is the ‘architecture’ of oppression, in which a dominate group sustains power by targeting a
subordinate group, often unconsciously (Vargas, 2014).
There are many barriers that Latinas face as future and current members of a male-
dominated educational arena. These barriers can lead to feelings of isolation and exclusion and
can perpetuate a lack of understanding and discrimination. Given the barriers to women’s
progression in the leadership ladder, theorist have questioned the very structures of leadership
that dominant societies. Once such structure is the patriarchal value that holds underlying
leadership values that have been long-accepted leadership principles, principles that leave
women out of the climb (Mae, 2010; Vargas, 2014; Walby, 1986). Scholars have recognized that
our patriarchal society has predetermined gender roles that depend on males viewing them as
superior and representing the ‘norm’ while women are secondary considered inferior and lacking
of power (Vargas, 2014; Walby, 1986). These gender role views are ingrained deeply becoming
almost invisible; yet, it is the very fabric of social organizations woven together by males for
females to support males (Walbey, 1986).
Methodology
The purpose of this study was to gather information from female, Latino educational
leaders in order to learn more about the barriers to their success and insight to strategies that can
be shared with other Latinas who want to be successful in their roles as educational leaders. The
foundation of this study was exploratory so that the participant voices and stories remained
intact, allowing the full benefit for future Latina school leaders. The researchers used a critical
performance auto-ethnographical approach for the exploration of our experiences of the Latina
school leaders.
The participants in this study are Mexican American women in a school district located in
West Texas. These women were identified through the school district website and by word of
mouth. These women were contacted by the researchers through email requesting their
participations. Those who chose to participate where asked to sign both a participatory consent
form as well as a consent form related to the recording of information they provided. The
consent forms included their option to withdraw at any time should them no longer felt they
wanted to participate as all information and involvement was volunteered. Once this was
established, the interview took place in the format of easiest convenience for the participants.
The participants were given a common list of interview questions developed by the
researchers. The participants’ answers to questions was collected and transcribed. All the
answers given to a particular question were compiled and individual identifiers of the
participants were removed. Coding was used to maximize the confidentiality of the individual
participants as well as to identify themes within and between participant responses. Data were
initially coded based on the various concepts and experiences the participants provided. After
grouping data by category, the researchers focused their analysis on refining the categories of
answers. Other data sources used during the data analysis process included publicly available
demographic information about faculty within the identified school district.
Results
The qualitative research for this study centered on the interviews conducted with five (5)

28___________________________________________________________________________________________
Latinas who serve in leadership positions in education. These individuals represent all levels of
public school education. The following information is a result of the compilation of answers to
questions aimed at obtaining insight to the experiences of these women and suggestions they
might have for Latinas who may choose to serve as a leader in the field of education. Questions
included topics related to why they decided to become a leader, what were the challenges and
barriers they faced as well as what their most rewarding experiences were, and whether they had
advice they would like to share with future leaders. Overarching themes that influenced the
participant’s professional success included the maintenance of a support system, identification of
a professional mentor and network, and using their cultural experiences and skills to benefit
those served in their work as educational leaders.
For most of the women interviewed, their decision to become an educational leader came
after successful experiences in smaller projects as lead teacher, department chair, and developing
confidence in their skills over time. One interviewee said her desire to become a leader began
when “leaning on a hoe on a hot summer day working in the field her mother said, if you don’t
like this type of work…get yourself an education.”
Participants indicated that some significant challenges were related to lack of networking
and not being informed about unspoken rules that they needed to follow. One subject wrote that
it was challenging to “prove myself to my own people especially to other women and parents –
they seem to trust an Anglo (whether male or female) rather than a Latina women, especially
those women who come from Mexico.”
All five participants indicated they did not have a Latina mentor. Two individuals noted
they had Anglo mentors who took interest in them due to their area of study or after discovering
they had similar hobbies such as being “avid readers.” Others indicated that their mentors came
from nonprofessional roles such as a local business owner and family members. It is apparent
these women found fruitful mentors through their own efforts by searching the community, local
colleges and regional service centers, and by finding meaningful connections with colleagues.
When the participants were asked whether their “skin color” was a source of success or
negative encounters, they answered a resounded “Yes!” What was extremely interesting was
that these women expressed that the very characteristics that were the source of discrimination
were the characteristics that made them successful in their work. For example, one participant
said she was often talked down to or ridiculed for her accent. Yet, by maintaining her home
language, she was more accessible to the children and families who shared the same language.
Other participants indicated that the isolation and maltreatment only made them more determined
to “prove myself to others.” These negative experiences would often result in positive outcomes.
For example, one participant took pride in “being the voice for my students,” “preparing quality
Spanish material,” and “earning the trust of my teachers.” They said the negative experiences
they faced came from families, colleagues, and from the systemic barriers where “Latinas were
not being encouraged to succeed.” The participants often had feelings of isolation as young
children.
The participants were asked to identify the challenges that Latinas encounter in their
current roles. The women stated that Latina leaders often have to deal with their own insecurities
while doing their best to “prove” themselves valuable to their field. One participant said that her
“co-workers assumed she came from a poor family in Mexico with limited to no technology or
resources.” One woman said she had to work hard to stay focused and to recognize that although
conformity might make things “easier,” it would not allow her to do the work she wanted to do.
Another participant wrote,

___________________________________________________________________________________________29
The obstacles that I face are that my district seems to place me only in positions where
they feel that a Hispanic person will be accepted. Although, I work well with this
population and am proud to help make a difference, I feel hiring practices in my district
are determined by ethnicity, culture, gender, or even appearance when determining what
school candidate should be place at, when in fact, it should be the level of knowledge and
experiences that determines placement or promotions.
When asked what they wanted to share with future Latina leaders, they said to learn as
much as they could about what it takes to be leader. They also expressed the need for future
leaders to find a good support system and mentor. Whether a mentor is provided by the school
district or not, these women said that mentors played a critical role in their success. They want
future leaders to educate themselves, stay true to their personal beliefs, and to remember why
they entered the profession. One participate said,
Do mirror exercises – talk to that person every day and be kind. If negative thoughts
begin to surface, treat it like a cassette tape and change the tape! We were given the most
valuable tool and that is the power to change our minds: Use it!
Limitations of the Study
The research on which this study is based yields important insights into the ways Latina
women navigate career advancement opportunities in a male dominate arena. However, this
study does have some limitations. The most obvious limitation is that the small sample of women
participating in the study constituted a selected group that may not be representative of the larger
Latina leader population. Additionally, because data occurred during an extremely busy time in
the school year, the researchers were unable to hold follow-up conversations with the women so
that they could clarify answers and respond to follow-up questions. However, these limitations
should not undermine the values of this investigation, which provides information that merits
further study. Also, it has provided a means for Latina women themselves to begin a community
of networking. This includes forming meaningful relationships that has been proven as an
effective step towards career advancement and opportunities.
Conclusion
The phenomenon of women in leadership roles needs to be countered and fought in
multiple areas; in race and gender, discrimination and laws, policies and practices, media and
education, and people’s mind-sets and attitudes. Concerted efforts are needed to change what lies
in the patriarchal belief of ‘men as leaders, women as followers, men as producers, women as
consumers, men as strong, and women as weak.’ The participants, in our study, have certainly
taken the challenge in breaking this stereotype. They revealed feelings of confidence and gained
experiences to begin their quest and contribution.

30___________________________________________________________________________________________
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Authors
Dr. Maria Avalos is an assistant professor in the Counseling Program in the College of
Education at The University of Texas of the Permian Basin.
Dr. Yolanda Salgado is an associate professor in the Bilingual / ESL Program in the College of
Education at The University of Texas of the Permian Basin.

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