Abstract
ABSTRACT
Purpose. The purpose of this autoethnographic study was to leverage my lived experience through my testimonio exploring the societal inequities Latinas face and the complexity of leading as an assistant principal interested in creating transformation in the public school system.
Theoretical Framework. Latina Feminist Theory incorporates the seven-stage concept of Conocimiento, which refers to a unique form of knowledge rooted in the experiences and perspectives of Latinas. It challenges the discrimination Latinas face based on their cultural and societal norms, recognizing the intersectionality of their identities and highlighting their agency and resilience.
Methodology. Employing the testimonio approach and an autoethnographic study design, I examined my lived experience as a Latina becoming a K-12 assistant principal and the expectations associated with the professional and personal spaces. I explored the interconnectedness between my cultural identity and its relationship with others within the educational context of a rural community. The research design included participant information, data analysis process, the trustworthiness of the study, limitations, and my positionality statement emphasizing my identity as a Latina mother.
Findings. After analyzing the data, I found that Latina assistant principals used mothering to establish meaningful connections, served as advocates, and utilized language skills to enhance communication. They navigated challenges by seeking support from professional networks, mentors, alliances, and community stakeholders. Ultimately, the study emphasized the need for social justice, equity, and inclusivity by addressing the complexities of Latina's oppression and fostering an interconnected world.
Implications and Recommendations. An underrepresentation of Latina educational leaders must be addressed by prioritizing diversity in hiring practices, setting goals, and collaborating with local institutions. Expanding recruitment networks through partnerships, job fairs, and social media campaigns can broaden candidate pools. There is a need to address cultural bias through awareness training and mentorship programs to ensure the success of Latina leaders. Writing policies prioritizing fair procedures and cultural competence can help increase Latina leaders. Sponsorship programs can provide support and create needed opportunities. In contrast, future research is needed on self-care, intersectionality, and bilingualism to inform evidence-based practices for the success of Latina assistant principals.