2. HOW DO LATINAS IDENTIFY
THEMSELVES IN THIS STUDY?
• All Latinas that took part in the study self-identified as highly-successful in
their careers and were able to engage ethnic and gender- derived
characteristics to positively influence their everyday leadership practice and
style.
3. METHODS IN THIS STUDY
• Mixed methods approach:
30 survey responses
4 interviews with 2 public school principals and two assistant principals in the state
of Florida
Information gathered from Latina administrators of varied ethnicities (Puerto Rican,
Guatemalan, and Venezuelan)
Age and leadership experience varied: 29-62 years of age and 1-26 years of
leadership experience
• Critical Race Theory
Research used to analyze experiences of persons of color with race, racism and other
forms of subordination
4. BARRIERS
1. Discrimination on the basis of race during selection and interview
2. Negative perceptions due to low numbers of Latinas in administrative positions
3. White administrators preferred
5. CONCLUSIONS
• Race and gender may be inseparable factors challenging Latinas from attaining
leadership roles
• Survey responses indicated that Latinas perceived their race and gender to have
hindered their possibilities from attaining leadership roles
• Gender had little benefit in helping Latinas obtain their current position
6. REMEDY FOR CHALLENGES
• Human resources personnel and search committees to establish policy and practice
safeguard against permeation of racial and gender biases and assumptions during
the screening, selecting, and interviewing process
• Establish and develop opportunities for aspiring and practicing school leaders to
examine their own racial and gender biases and assumptions
• Disrupt the dominant narrative which is portraying and promoting public school
leadership for persons of the majority culture
• Create a new narrative and be as diverse as the students they serve
