Date of Award

12-12-2024

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Rebecca Stephenson

Second Advisor

Cynthia Alcantar

Third Advisor

Lauren Casella

Abstract

The California Community College (CCC) system is the largest higher education system in the United States and serves diverse students. However, CCC’s leadership does not mirror the diversity of its student population. Senior-level positions continue to be dominated by White men, highlighting the lack of diversity among leadership at these institutions and exposing the ongoing underrepresentation of women, especially women of color (WOC), in leadership positions due to the ingrained hierarchal and patriarchal systems in CCCs. This qualitative study aimed to provide a deeper understanding of the lived experiences of WOC, who are midlevel administrators at the CCC system. A critical race feminist (CRF) framework guided this study. This study used a critical race counterstorytelling technique to highlight voices and experiences of five WOC participants: Frida (Mexican), Sheila (African American), Valentina (Mexican), Rudii (Black), and Jamie (Chinese American). The findings revealed significant themes directly aligning with CRF’s fundamental tenets: intersectionality, structural inequality, and resilience. Each participant’s counterstories examined their intersecting identities, institutional barriers and opportunities they experienced throughout their careers, and their strategies of resilience and agency to succeed in the CCC work environment. This research calls for CCCs to develop more inclusive policies and practices, such as reexamining their hiring practices, providing flexible work schedules, and establishing formal mentoring programs, to eliminate systemic barriers that impact WOC’s career mobility. Lastly, recommendations for future research are presented.

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