Degree Date
6-2026
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Geri Chesner
Second Advisor
Dr. Carmen I. Ayala
Third Advisor
Dr. Stuart I. Carrier
Abstract
This narrative inquiry study explored the lived experiences of Latina leaders in K–12 public education school leadership and examined the systemic barriers that contributed to their continued underrepresentation in educational administration. The purpose of this study was to understand how Latina leaders navigated their leadership roles while also balancing cultural identity, gender expectations, and professional expectations within educational systems that were not designed for their success. The central research question guiding this study was: What are the unique experiences and challenges faced by Latinas in K–12 public school leadership roles, and how do these narratives inform our understanding of representation in educational leadership. Using narrative inquiry, interviews were conducted with six Latina leaders serving in building- and district-level leadership positions in public education. The findings revealed common themes of cultural identity, cultural ways of leading, representation and advocacy, resilience, barriers, and the need for mentorship. Participants described leadership that is deeply connected to family, community, and cultural values. They also stated that they navigated their leadership roles through systemic inequities and limited access to professional support networks. This study recommended the development of leadership pipelines, culturally responsive mentorship programs, and equitable hiring practices to strengthen the recruitment, preparation, and retention of Latina leaders in educational leadership.
Recommended Citation
Vargas, Darlene D., "The Narratives of Underrepresented Latinas in K–12 Public School Leadership" (2026). Dissertations. 1016.
https://digitalcommons.nl.edu/diss/1016