Can the Cycle Be Broken? Latina Superintendents, the Glass Cliff, and Systemic Inequities

• In Event: Constructing and (Re)imagining Educational Leadership Through the Use of Case Studies

Abstract

This case study, Can the Cycle Be Broken? Latina Superintendents, the Glass Cliff, and Systemic Inequities, explores the fictional leadership journey of Dr. Valentina Cisneros, a first-generation Latina educator, to examine how systemic inequities and the "glass cliff" phenomenon impact Latina superintendents. Set in two fictional school districts, Horizon ISD in North Texas and Rio Valley ISD near the U.S.–Mexico border, the narrative draws from real-world patterns and research to highlight the complex dynamics Latina leaders face in public education. Although the characters and districts are fictional, the story is grounded in existing literature and authentic experiences documented in the field of educational leadership. It reflects the intersection of race, gender, and power in ways that are both recognizable and instructive for scholars and practitioners alike. Through Dr. Cisneros’s story, the case surfaces critical issues such as the underrepresentation of Latinas in executive leadership, the tension between instructional leadership and political expectations, and the role of mentorship and social capital in navigating the superintendency.
Dr. Cisneros’s professional rise and eventual removal from the superintendency brings attention to issues of racial and gender discrimination, inequitable hiring practices, and the political navigation often required of women of color in leadership. Her story demonstrates how the glass cliff can both elevate and endanger women of color in leadership, placing them in precarious roles without long-term institutional support. The case is framed by Bolman and Deal’s Four Frames of Leadership (2021) and supported by research on social capital, mentorship, and intersectionality, illustrating how Latina superintendents must lead not only with expertise, but also with constant awareness of shifting political landscapes. The narrative was designed as a qualitative, fictionalized teaching case to spark discussion among graduate students, aspiring superintendents, and educational leaders. Though not based on a single individual, it draws heavily from published data and case studies in the field, including works by Glass (2000), Ortiz (2001), and Bolman & Deal (2021). Dr. Cisneros’s journey illustrates the limitations of current systems in sustaining culturally sustaining leadership, and invites readers to consider how school districts, preparation programs, and mentorship networks might evolve to better support women of color in executive roles. Ultimately, the story offers a powerful reflection on the personal and professional costs of leading with vision and integrity in systems not yet built for equity, and poses an urgent question for the field: Can the cycle be broken?

Authors

• Angelina Gutierrez, Texas Christian University

• Nancy Cruz Rodriguez, Texas Christian University