Critical Incidents Impacting Latina Leadership Formation

• In Event: “La Baila” Mentoring Frameworks for Advancing Latinas as School Leaders

Abstract

This presentation focuses on critical incidents as incidents that cause trauma individual which can overwhelm usual coping skills (de Bray et al., 2019. These incidents, described through testimonials from emerging and past Latina school leaders, reveal how a Latina’s leadership can either be stalled or inspired by their experiences and the support they seek to maneuver through the incidents to continue to lead successfully in schools.

Our stories “Arriba, Andalé,!” These words triggered me to snap my neck around to see who was making this Speedy Gonzalez reference. As I looked up, I saw one of my white male colleagues standing on top of the bar of a local restaurant topped with a black sombrero, wrapped in a sarape, and fingers in the air in the shape of pistols. As a future school leader designing a charter school, my summer assignment was to attend a leadership institute to prepare us for the challenges and situations that could occur as we became new leaders in schools. My colleagues and I had wrapped up a week of intense learning about diversity in schools and creating atmospheres where our students, mainly from Black and Latino communities, could feel comfortable, accepted, and grow in learning. To end the week, it was customary to reflect on our learning at a celebratory dinner where selected colleagues would create a skit to present to the whole group. Our presenters for the week were knowledgeable. One of the presenters was of Latino descent and had a noticeable accent. In turn, my colleague decided to take on the persona of the presenter for our group as he performed the skit for all of us. However, I was embarrassed and felt singled out. It felt as if every person was looking at me to see my reaction. I was one of 70 aspiring school leaders in the room and was one of four Latinos in this cohort and the only Latina. Every fiber of my being came into question. Why was I here? How could I be part of an organization oblivious to the stereotype and ridicule of a culture of the students we serve. What would happen if I stood against my organization? Most importantly, could I live with myself if I did not say anything?

Relational experiences with mentors and colleagues shape professional identity, and experiences are shaped by perceived support and representation (Wilson, 2021). Especially considering the Latino culture, the collectivist foundation requires members to find purpose in their work and know they are helping the community (Cavazos et al., 2018). Furthermore, to maintain grit or long-term resilience, Latinos are best supported when community and family members validate their efforts (Rocha et al., 2022). As the Latino population grows in higher education, there remains a lack of Latino representation in leadership positions. The number further decreases when specifically considering Latinas (Lynch Cruz & Blancero, 2017). As stated above, culture and the professional community have been known contributors to professional development (Gibson et al., 2010) and resilience.

Author

• Lauren Rocha, Tennessee State University