Rooted in Faith: Latina Educational Leaders’ Use of Spiritual Capital as a Vital Resource

• In Event: Pathways and Promise: The Struggles, Triumphs, and Everything In Between of Female Superintendents of Color

Abstract

This study examined the role of faith and spiritual practices as foundational sources of support for Latina/Hispanic educational leaders, including superintendents and those on the pathway to the superintendency. Much of the literature on Latina educational leaders has mentioned spiritual practices or faith, but few studies have made this the focus of the work (Menchaca et al., 2016). Understanding further the role of spirituality in the careers of Latinas who attain significant leadership roles, including that of superintendent, is important in providing a holistic view of supports for women of color in educational leadership. Spirituality involves a “universal longing” (Shields, 2005, p. 610) for the transcendent which “enhances our connection and sense of purpose” (Houston & Sokolow, 2006, p. xxiv), while faith refers to a personal belief in transcendent truths, encompassing one’s sense of purpose, values, and (in many cases) a divine being or beings (Shields, 2005). Informed by Author’s (2024) conceptualization of “spiritual capital” which is rooted in the literature on Critical Spirituality (Dantley, 2003) and Community Cultural Wealth (Yosso, 2005), this phenomenological study drew upon testimonios, or counter-stories that defy dominant narratives, compiled through semi-structured interviews with the ten Latina school leaders, including superintendents.

The testimonios for this study affirmed that spirituality was used by Latina educational leaders as a type of capital—a resource that both enabled and facilitated their work with students, staff, families, and their communities. These spiritual foundations informed the women’s decision-making processes and provided guidance as they confronted personal and professional challenges. For the ten Latina school leaders in this study, the convergence of spirituality and religion formed a meaningful and dynamic space where core beliefs, cultural heritage, and daily practices came together. This intersection was most evident in their commitment to faith, including the centrality of their core belief in the Divine which gave them a sense of purpose in their work; the central role of prayer as a source of strength and guidance, which they leaned on when making significant decisions; and their ongoing dedication to service, which they felt was an expression of their core faith-based commitments especially to underserved communities. These manifestations of spirituality were not marginal, but foundational, shaping their core values, influencing their leadership approaches, and providing a deep sense of purpose in the face of the complexities and challenges of their roles.

While the specific faith practiced by the Latinas in this study was based in Christian/Catholic roots (for some, these were blended with indigenous practices), we argue that spiritual capital is a resource accessible to individuals regardless of their religious affiliation, upbringing, or personal faith. Regardless of an educational leader’s worldview, their spirituality can serve as a powerful resource from which they draw strength in professional practice. As such, spiritual capital can be considered alongside other forms of capital as posited by Yosso (2005) when discussing sources of Community Cultural Wealth that can support or facilitate Latinas’ pathway as they persist across obstacles in attaining and maintaining the role of superintendent.

Author

• Susan Gándara Rowley, Covina-Unified School District