Abstract
This study is phenomenological in nature and is based on interviews conducted with three current Latino and three current Latina superintendents in Northern California’s K-12 public schools. The purpose of this study was to determine factors leading to the ascension of California Latino/as to the superintendency and to analyze the similarities and differences in these factors for Latina and Latino superintendents. The study also analyzed the leadership qualities of current California Latino/a superintendents and the similarities and differences between the leadership qualities of Latino and Latina superintendents. Additionally, barriers faced by Latino/as in their pursuit of the superintendency are reported. The similarities and differences in these barriers between Latino and Latina superintendents are also reported. Factors that allowed the Latino/a superintendents to overcome these barriers are analyzed while evaluating the differences and similarities in these factors for Latino and Latina superintendents. The study also analyzed the effects of mentoring and networking on current Latino/a superintendents in California. Similarities and differences regarding the effects of mentoring and networking on Latino and Latina superintendents are reported. Three theoretical frameworks guided this study: Resiliency Theory, Critical Race Theory (CRT) and Latino/a Critical Scholarship Theory (LatCrit). The process of coding and analyzing the data gathered for this study resulted in the following emerging themes and characteristics: 1. the lack of mentoring, networking, and role models is a major barrier to Latino/a ascension to the superintendency, 2. there is a perception that Latino/a leaders are not capable of being effective superintendents, 3. Latina superintendents face gender barriers in addition to race/ethnicity barriers in their ascension to the superintendency, 4. Latino/a superintendents have a strong desire to prove their worth and prove wrong those with negative perceptions regarding Latino/as ability to lead, 5. Latino/a superintendents believe that experience and preparation allowed them to be appointed to their current positions and overcome the barriers they faced in their ascension to the superintendency, 6. strong family support has been a factor allowing Latino/a superintendents to overcome the barriers faced in their ascension to the superintendency, 7. Latino/a superintendents display either collaborative, inclusive, and/or consensus building leadership styles, 8. Latino/a superintendents can be described as “glass ceiling breakers” and as such, believe in their duty to mentor aspiring superintendents, and 9. mentoring, networking and peer support groups are key factors allowing Latino/a superintendents to overcome the barriers they faced in their ascension to the superintendency. With regards to differences between the Latina and Latino superintendent the key emergent themes were: a) the Latino superintendents are more capable of networking and bonding and this may be one factor accounting for the disparity in the numbers of Latino and Latina superintendents and b) gender can be an additional barrier faced by Latinas in their pursuit of the superintendency.