Latina Leadership: Intersectionality, Spirituality, and Connectedness

• In Event: Nevertheless, She Persisted

Short Description

This presentation introduces research findings about learning and practices of Latina leadership in the United States. Participants will understand how Latina leaders learn to negotiate cultures and their identities to be able to effectively practice their leadership skills as well as how spirituality and connectedness shape Latina leaders’ leadership development.

Detailed Abstract

Latinas belong to the fastest growing ethnic group in the United States; Latinos are already the largest minority group in the United States and It is projected to grow to 119 million by 2060, according to the latest projections from the U.S. Census Bureau (Pew Research Center, 2014). Latinas have started to show presence in leadership roles and they have unique qualities and strengths when it comes to leadership (Gomez et al., 2001; Lopez-Mulnix et al., 2011; Vasquez & Comas-Diaz, 2007). As the number of the Latina population grows, so does the importance of how they learn and practice their leadership skills. Not all the Latinas in the United States share the same beliefs or experiences; the only thing Latinas have in common is the great diversity that exists among them; Latinas in the United States are a heterogeneous group made up of diverse socio-economic statuses, levels of educational attainment, national origins and political histories, generations, acculturation stages, and languages spoken. There is evidence that Latinas are making progress in their educational attainment as well as they have become progressively active within leadership roles in the United States (Gomez et al., 2001; Lopez-Mulnix, Wolverton & Saki, 2011; Santiago-Bonilla, 1992; Vasquez & Comas-Diaz, 2007). Additionally, leadership is contextual (Adler, 1999; Madden, 2005, Stead & Elliot, 2009); and its “definitions change from one context to the next” (Klenke, 1996, p. 10). Klenke asserts that it is crucial to understand the importance of context in leadership studies and in “each context - political, intellectual, artistic, religious, scientific, social, cultural, and international- leadership manifests itself differently” (p. 25). Therefore, by understanding the context in which Latina leaders learn and apply their leadership is influential in the creation of a climate more favorable to the acceptance of them as learners, leaders, and agents of change in these turbulent times in the U.S.

This qualitative research used Interpretivism and feminism as the guiding theoretical frameworks, and the research questions that guided this qualitative study were: 1. How did Latina leaders learn to negotiate between cultures to practice their leadership skills? And 2. What factors influenced the leadership practices of Latina leaders in communities?

Analysis of the data revealed four main themes about the learning experiences of Latinas in their leadership practices between cultures. For research question one, the main theme is Using Latina Specific Strategies to learn to navigate their leadership practices among different cultures. For research question two, three themes were identified to understand the factors that influence the leadership practices of Latina leaders. The themes are: 1) Navigating the Intersecting Dynamics of Gender and Ethnicity, 2) Lifting up the Community through Quests for Learning, and 3) Developing Leadership Practices around the Prismatic Reflections of Family.
Five major conclusions were derived from the findings of this study.

Conclusions that can be drawn about the learning experiences of Latina leaders are: 1) Latinas’ specific strategies to negotiate leadership practices between cultures are unique to their lived experiences in the Southeastern United States; 2) Latina leaders’ intersecting dynamics of gender and ethnicity challenge their leadership practices; 3) Latinas’ leadership practices spring directly from their cultural roots and values; 4) Spirituality and connectedness shape Latina leaders’ learning experiences, and 5) Latina leaders’ learning experiences and leadership traits create a model for emancipatory leadership.

This study makes several contributions that could enhance the practices in the field of leadership development; incorporating the learning nature and motivations of Latina leaders can begin to maximize opportunities for Latinas to reach their full potential. Further, the findings illustrate a process of how Latina leaders learn and become emancipatory education agents for their communities, this process can inform or be integrated in leadership training programs. Additionally, findings from this study have provided insights on what is important to the leadership development of Latina leaders in community development: Latinas have a great desire or “calling” to serve the community and their connectedness with the community becomes the main motivation for engaging in learning activities to improve the quality of life in their communities. Leadership development programs need to capitalize on Latinas transformative experiences to “expand their sense of agency in their leadership roles” (Debebe, 2009) by “creat[ing] an environment in which [Latina leaders] are willing to engage in deep and meaningful exploration of their problems” (p. 10) so that they can connect insights from their experiences to their leadership development.
Furthermore, leadership development programs for Latinas should be aware of the spirituality and connectedness learning nature of Latinas and include practices such as critical reflection and consciousness-raising to address perceived stereotypes and biases that challenge their leadership practices; “these stereotypes not only influence how various women lead (or ought to lead) but also where they lead (geographic or issue areas) and who they lead (groups of women, boards of directors, citizens)” (O’Brien & Shea, 2010, p. 48).

Participant

• Carolina Darbisi, University of Georgia