Date of Award

2025-05-01

Degree Name

Ed.D.

Department

Educational Leadership and Administration

Advisor(s)

Jesus Cisneros

Abstract

This qualitative study shares the lived experiences of a Latina superintendent leading a large school district along the U.S.-Mexico border, with the aim of highlighting the systemic barriers and enabling factors that shape Latina leadership trajectories in historically underrepresented contexts. Grounded in Latino/a Critical Race Theory (LatCrit) and employing a narrative inquiry through Testimonio methodology, a semi-structured, in-depth interview was conducted and transcribed verbatim. Data were analyzed using Saldana's (2015) two-cycle coding approach - narrative coding followed by pattern coding - to distill rich, counter-storytelling insights into the superintendent's journey. Four interrelated themes emerged overcoming systemic barriers and gender bias, harnessing cultural identity and resilience as leadership strengths, navigating unique socio-political challenges of the border context, and advocacy through policy to advance educational equity. Findings underscore the critical role of familial and mentor support networks, bilingualism, and community engagement in fostering Latina leadership. Practical implications call for structured, affinity-based mentorship programs, culturally sustaining leadership development tailored to border communities, and policy reforms that embed equity-by-design in superintendent selection and support. Future research should pursue comparative, multi-site studies and longitudinal designs to further explore intersectional leadership experiences across diverse border regions.

Language

en

Provenance

Received from ProQuest

File Size

161 p.

File Format

application/pdf

Rights Holder

Ruenna Valdez

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