Abstract
Purpose. The purpose of this qualitative phenomenological study is to explore and examine the mentoring experiences of Latina faculty in leadership positions in four-year universities in California and their perceptions of the impact mentoring has had on their leadership identity development.
Theoretical Framework. The theoretical framework for this study was grounded in the Latina/o Critical Race Theory (LatCrit). The use of LatCrit theory provided a lens to view the central concepts of CRT such as race, gender, culture, and power relations, while also exploring the differences in experience for Latina faculty in leadership positions.
Methodology. A qualitative phenomenological research design was used to explore the participants’ lived experiences. Through purposeful and criterion sampling, four Latina faculty members in leadership roles were identified. Data collection was conducted through open-ended interviews, allowing the participants to detail their experience and discuss the impact of mentorship on their leadership identity development.
Findings and Conclusions. In the study, mentorship emerged as a relationship built on profound connection and grounded in cultural understanding. Although not all participants engaged in formal mentoring structures, they acknowledged that the mentoring relationships most impactful in their professional journeys were those in which there was a shared identity, a sense of collective care, and provided an affirming voice. Three overarching themes emerged: culturally rooted mentorship, gendered cultural labor, and culturally authentic leadership. The findings show that mentorship for Latina faculty in leadership positions provides support both in their path into leadership roles and as they navigate the systemic challenges they encounter within academia.
Recommendations. Three areas for future research were identified in this study. Future studies should explore the dynamics across institutions in regions outside of California and include various types of other institutional types, such as community colleges. Additionally, research should explore mentorship experiences across faculty positions. Lastly, future studies can be extended to encompass multiracial women of color to provide insights into similarities and differences in mentorship experiences and leadership identity development.