Date of Award

2025-05-01

Degree Name

Ed.D.

Department

Educational Leadership and Administration

Advisor(s)

Isela Pena

Abstract

Abstract This qualitative study used an interpretative phenomenological approach. The purpose of this study is to explore the mentoring experiences of Latina assistant principals in the El Paso, Texas region who have been in the role for 0-5 years and to express the need for mentorship in their professional development. While more Latinas are stepping into roles in education, they continue to be underrepresented in leadership positions. Mentorship can be a powerful support system. Through semi-structured interviews, participants shared their lived experiences with formal and informal mentorship. Their voices were analyzed using thematic coding, and several key themes emerged, including the lack of formal mentorship, seeking their own support, and support that would have been beneficial. This study adds to the ongoing conversation about equity and leadership by centering the voices of Latina assistant principals. These findings can help inform how districts, leadership development programs, and mentors can better support emerging Latina leaders. By expanding these stories, this study drives for more inclusive and meaningful mentorship practices in education.

Language

en

Provenance

Received from ProQuest

File Size

113 p.

File Format

application/pdf

Rights Holder

Corina Rendon

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