Date of Award

4-30-2025

Access Restriction

Dissertation

Degree Name

Doctorate in Education

Department

Education

School or College

School of Education

First Advisor

Dolores Delgado Bernal

Second Advisor

Cynthia Alcantar

Third Advisor

Julie Kane

Abstract

This study employed pláticas (Cuevas-Guerra, 2025) to explore how Latina elementary school principals leverage lived experiences, cultural heritage, and community values to foster culturally responsive learning environments. Grounded in Yosso’s (2005) CCW framework and Bordas’ (2013) Latino leadership principles, two questions: (a) How do Latina principals’ early family and educational experiences shape their leadership practices? and (b) What strategies do they use to create culturally responsive schools? were explored Individual and group pláticas with five Latina principals revealed six themes: (a) familia and community bonds, (b) resilience and resistance, (c) cultural identity and pride, (d) education and knowledge, (e) collaboration and collective power, and (f) navigating oppression. These themes illustrated how Latina leaders transform personal and cultural histories into strategies prioritizing equity, inclusivity, and student empowerment. Chicana/Latina feminist epistemology (Peña et al., 2023) informed the study, emphasizing spiritual activism, pláticas, and cultural intuition. My personal narrative as a Latina scholar is interwoven, reflecting shared cultural understandings and the resilience shaping both my lens and the leadership practices studied. Findings revealed that Latina principals’ early experiences inform their leadership identities and commitment to addressing systemic inequities. They employ culturally rooted strategies aligned with Latino leadership principles to empower marginalized communities. This study underscores the importance of culturally informed leadership in advancing equity and advocates for systemic efforts to recruit, train, and support Latina leaders in urban school districts. Integrating personal narratives enhances both scholarly research and leadership practices.

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