Leadership Attainment of First-Generation Latina Student Affairs Administrators at Public Four-Year Universities: The Interplay Between Social Identity and Self-Efficacy

Vanessa Rosales

Purpose. The purpose of this qualitative phenomenological research study was to explore how social identity influences self-efficacy and shapes the leadership behaviors of first-generation Latina student affairs administrators as they pursue senior leadership roles at public four-year universities within the University of California campuses. Theoretical Framework. This study integrated social identity theory and self-efficacy theory to establish a framework that guided the research. Henri Tajfel’s social identity theory offers insights into how individuals navigate social interactions in the face of challenges. Albert Bandura’s self-efficacy theory focuses on how an individual’s belief in their ability to perform a behavior affects their likelihood of initiating or sustaining it across different situations. This study combines the two theories to examine how social identity and self-efficacy interact to influence leadership behaviors. Methodology. A qualitative phenomenological approach served as the research design for this study. This study employed an empirical method to explore how participants navigated and overcame systemic barriers within higher education. Data collection involved conducting semi-structured interviews with 10 participants recruited through purposeful sampling, ensuring they met the inclusion criteria. Data analysis employed a transcendental approach, as articulated by Clark Moustakas, utilizing thematic coding to gain insights into participants’ lived experiences. Findings. The findings of this study involved five key themes: (a) identity formation and leadership development, (b) navigating institutional and structural barriers, (c) resilience and strategies for overcoming challenges, (d) commitment to student success and advocacy, and (e) professional networks and career advancement. These findings highlight the impact of identity, systemic barriers, resilience, advocacy, and professional support on the leadership development of first-generation Latina student affairs administrators. Recommendations. The findings offer implications for practice and policy, underscoring the importance of supporting first-generation Latina administrators in higher education. Institutional leaders must develop culturally relevant leadership programs that focus on identity and self-efficacy, train supervisors to recognize bias in hiring and promotion processes, and structure mentorship programs that support advanced degree pursuits and foster resilience. Finally, institutional leaders must redefine leadership to prioritize student values in student affairs and create identity-affirming networks to support the career advancement of first-generation Latinas.

Leadership Attainment of First-Generation Latina Student Affairs Administrators at Public Four-Year Universities: The Interplay Between Social Identity and Self-Efficacy

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