Abstract
According to the report Fulfilling America’s Future: Latinas in the U.S. by Gandara (2015), 1 in 5 women in the United States is Latina, and 1 in 4 female students in public schools across the nation is Latina. Latina women have been projected to total nearly one third of the country’s female population by 2060, indicating that Latinas will be a driving voice in the nation’s future (Gandara, 2015). Despite the steady increase of Latinas in the U.S. population, on college campuses, and in their educational attainment, Latinas continue to be underrepresented in higher education faculty and administrative management leadership roles (Elenes, 2020; Gandara, 2015; Nadal et al., 2014). This research explored higher education’s culture and climate and their effects on promotional opportunities and leadership trajectory. This study examined the systemic practices and incidents of othering, microaggressions, and bullying within the institutional structures and culture that influence Latinas' belief that they are not ready or capable of handling leadership roles. Through autoethnography and testimonios, I shared my experiences and those of two Latina leaders in the culture and climate of a white-dominated higher education system. This study explored the journey through trauma treatment, self-discovery, and healing for self-leadership, and meaning making for sharing with others to recognize and reclaim their worth, value, and the strength of their voice.