A Study of Latina K-12 Public School Administrators: Barriers and Strategies to Career Advancement and the Impact of Race and Gender on Ascension and Leadership

Date
2016
Authors
Tayloe, Lisandra
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Abstract
The numbers of Latinas in educational leadership positions are minuscule and not reflective of the Hispanic student population in the United States. Limited studies exist exclusively on the lived experiences of Latina administrators and the roles that race and gender play in their careers. Grounded on critical race theory, this mixed methods research study identified barriers related to the attainment, retention, and promotion of Latina, K-12 educational leaders. It then examined the effects of these barriers, as well as identifying successful strategies employed by Latina educational leaders in order to overcome perceived barriers. This study also examined the roles that race and gender play in the careers of Latina educational administrators. The findings of this study were derived from a Likert-type questionnaire, inclusive of categorical responses, open-ended responses, and a voluntary short-answer section that was administered to Latinas in the roles of public school assistant principals and principals. Data were also gathered from interviews conducted with four Latina public school administrators. Data were analyzed by utilizing SPSS 23 statistical software and through thematic categorization. Results indicate that race and gender may be inseparable factors challenging Latinas in their attaining and advancing through educational leadership roles and that race and gender play integral roles in Latinas’ leadership practice and style. Latina administrators contend with racism, racial stereotyping, deficit thinking, cronyism, menial role assignment, and a lack of professional support systems. Latinas employ many successful strategies to compete with perceived barriers that would likely challenge their career advancement. Recommendations for ensuring equitable hiring practices, increasing Latina educational leadership representation, and promoting diversity within institutions of learning were presented. A call to action to eradicate racial and gender bias, racism, racial discrimination, stereotyping, and deficit thinking on aspiring and practicing Latina administrators was made as a result of the findings in this study.
Description
Dissertation presented in partial fulfillment of the requirements for the Degree of Doctor of Education in Educational Leadership in the School of Education at Florida Southern College by Lisandra Tayloe.
Keywords
Mixed methods study, Critical race theory, Educational leadership, Women, Glass ceiling
Citation
Tayloe, L. (2016). A study of latina K-12 public school administrators: Barriers and strategies to career advancement and the impact of race and gender on ascension and leadership (Order No. 10254747). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (1870038156). Retrieved from https://www.proquest.com/pqdthss/docview/1870038156/DB454639993849EFPQ/2?accountid=27315
Tayloe, L. (2016). A Study of Latina K-12 Public School Administrators: Barriers and Strategies to Career Advancement and the Impact of Race and Gender on Ascension and Leadership (Order No. 10254747). Available from ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection. (1870038156). https://www.proquest.com/dissertations-theses/study-latina-k-12-public-school-administrators/docview/1870038156/se-2
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