Chicana/Latina Community College Trustee Trailblazers

• In Event: Latina/o Voices in Higher Education: New Perspectives Throughout the Pipeline

Abstract

The purpose of this research is to explore the stories and experiences of long serving Chicana community college trustees across California. These voices are captured qualitatively using method of oral history for people of color. Prolonged engagement including various interviews, provide an avenue to better understand how these Chicana trustees participate, engage, navigate, and transform the educational setting they govern. The research questions guiding this study look at: how do racism, sexism, classism, shape the experience of long serving Chicana Trustees, the kinds of experience and knowledge these trustees bring to governance, leadership and public service; and finally, how do these women feel they have transformed the educational setting in which they have governed. Emerging themes based on extensive qualitative interviews will be presented as part of the symposium.

The significance of this study is to provide an opportunity to provide a voice of Chicana/Latina Trustees who are transforming educational setting. These are the first on many local boards across the state, their experience can set the stage for future Chicana/Latina trustees to run, navigate, govern, and lead educational settings and in the area of education at a time when the approximately 75% of Latinos starting their higher education journey begin at a community college. Furthermore, little qualitative research has been done working with community college trustees and none on Chicana/Latina community college trustees. This study will add to the body of scant literature about Chicana/Latina leadership, trusteeship, and how they have influenced educational policy.

Telling the personal stories of how long serving Chicana/Latina community college trustees have navigated racism, sexism, and classism, while bring valuable funds of knowledge (Delgado Bernal, Elenes, Godinez, & Villenas, 2006; Yosso, 2006) that have enabled them to lead and influence educational policy. They have survived, created a space of practice in a place dominated by Anglo men, and have practiced Chicana epistemology (Delgado Bernal, et. al., 2006) in a way that is serving community college districts. In addition, this study will inform newly elected women trustees about how past trustees navigated their way and validate personal experiences as well as offer examples of resilience, focus, and influence over educational policy, finance, and programming. Community college presidents and other leaders will better understand past Chicana/Latina trustee background and experience that could provide a context for building meaningful relationships and professional development.

Author

• Angela Acosta-Salazar, California State University - Long Beach