Abstract
This qualitative study uplifts the narratives of eight Asian American women in California community college administration who practice transformative leadership. Through critical narrative inquiry, this study examines the lived experiences of these leaders as they (re)defined and mediated meaning as transformative leaders, or leaders guided by values of equity, democracy, social justice, and emancipatory education. The influence of individual background, significant life experiences, and the overlapping identities of race, gender, and class upon leadership style is especially explored. Critical race feminism (CRF) theory, intersectionality, and multiplicity are used in an interactive framework to ground the lived experiences of the leaders. By centralizing Asian American woman perspectives, experiences, and lives, this study prompts a more complex rethinking of their leadership formation, one that centers their standpoint, epistemology, and praxis. This study specifically seeks to understand how the lived experiences of these leaders and transformative change co-exist within community college education. Through this process, this study identifies specific leadership tools and practices by listening to their narratives and uncovering any experiential knowledge Asian American women have contributed to their transformative leadership. Findings contribute toward a more complicated understanding of the Asian American woman identity, suggesting an evolving definition. The narrative data reveal a pioneering, politically activated, and intrepid spirit that is deeply embedded in who they are. Findings also point to specific transformative leadership elements that are emphasized by the participants including strategic leading for social justice, community leading, activism, and authenticity. These findings produce new leadership epistemology through a humanistic, value-added, and expansive way to view educational leaders and diverse perspectives, which ultimately enriches the relationship between leadership theory and practice within community colleges.