La Vocación: Latina Principals Navigating Leadership through Identity, Mentorship, and Resistance

• In Event: Leadership for Liberation: Centering Marginalized Voices in Equity Reform

Abstract

Objectives
This study examines the lived experiences of four Latina elementary school administrators as they progressed through the principal pipeline, navigating systemic barriers and balancing professional and personal responsibilities. It seeks to understand how identity, cultural expectations, and mentorship relationships shape leadership trajectories and foster advocacy, particularly in the absence of Latina role models in high-level educational leadership positions.

Theoretical Framework
The study is framed by Latino Critical Race Theory (LatCrit) (Solorzano & Bernal, 2001), a branch of Critical Race Theory that centers the intersectional experiences of Latina/o leaders. Five key tenets guide the analysis: the centrality of race and racism, the challenge to dominant ideology, a commitment to social justice, the value of experiential knowledge, and a transdisciplinary perspective. This framework supports an understanding of how Latina administrators use identity as a strength while confronting cultural, gendered, and institutional oppression.

Methods
Qualitative phenomenological design was employed to capture the depth of personal and professional experiences. Semi-structured interviews were conducted with four Latina administrators and their mentors. The study used inductive coding and thematic analysis to identify common barriers, identity negotiations, and the role of mentorship. Participants also completed demographic surveys to provide context for their leadership trajectories.

Data Sources
Primary data sources included interview transcripts from both administrators and their mentors. The study also drew on demographic questionnaires and experiential narratives. Each administrator shared specific stories that revealed the cultural, emotional, and logistical complexities of balancing leadership aspirations with traditional Latina gender roles, family responsibilities, and professional expectations.

Results
Findings revealed three interrelated phases of the leadership journey:
1. Discovery of Self – Administrators developed hybrid identities, blending cultural values with professional roles, while battling impostor syndrome and systemic marginalization.
2. Empowerment through Mentorship – Formal and informal mentors (including parents, colleagues, and district leaders) played key roles in recognizing and nurturing leadership capacity.
3. Call to Action – La Vocación – Upon reaching the principalship, participants experienced a deepened sense of purpose to enact equity and serve as advocates for communities that mirrored their own lived experiences.

Despite barriers such as cultural expectations, work-home imbalance, and institutional bias, the administrators drew strength from their identities and mentor relationships, ultimately transforming their leadership practice into one grounded in justice and advocacy.

Scholarly Significance of the Study or Work
This study contributes to scholarship on equity-focused leadership by highlighting the underexplored trajectories of Latina administrators. It addresses gaps in leadership literature related to intersectionality, informal mentorship, and cultural identity. The findings offer a framework for supporting aspiring Latina leaders and provide implications for mentorship design, principal preparation, and policy reform. In alignment with the AERA 2026 theme, this work demonstrates how culturally grounded leadership challenges dominant ideologies and fosters pathways toward justice and inclusion in school leadership.

Author

• Ana M. Hernandez, California State University - San Marcos