Abstract
Purpose. The purpose of this study was to determine the extent to which Latina faculty leaders and administrators in higher education develop social capital by forming fictive kin relationships with women coworkers. Secondly, it identified and described how these relationships impact a Latina's leadership journey in academia. Methodology. This qualitative study examined the social capital of 10 Latina professionals in higher education. The data were collected using 2 instruments, a projective technique developed by Spencer and Pahl (2006) and a semistructured interview. Both instruments were conducted face-to-face during the same session. Findings. The 10 participants fell into 2 groups. Group 1 consisted of 7 women who reported developing their social capital through the formation of fictive kin with women coworkers. They utilized their fictive kin extensively for both personal and professional support, in addition to orchestrating fictive kin and others to achieve institutional change. Group 2 comprised 3 women who did not report fictive kin. They reported strong professional relationship with women of high integrity. They utilized their social capital principally for the development of programs or classes or acquiring needed resources. Conclusion. The participants reported developing strong fictive kin and other significant relationships with women coworkers. These relationships often served as institutional agents and assisted the Latina in becoming better connected, learning institutional culture and political climate, acquiring information and resources, and ultimately developing their own reputation as a strong leader. These relationships gave the participants a personal sense of confidence and professional sense of competency. With this strong sense of personal and professional security the Latinas had the courage and capacity to effect institutional change in a proactive and strategic manner. Recommendations. This study identified the following opportunities for future studies: (a) explore the formation of fictive kin between Latina leaders and male coworkers, (b) explore the formation of fictive kin and social capital among professional Latino men, and (c) document the legacy of early women leaders in higher education and their influence on the institution.