Leadership Journey Testimonios: Four Latina Assistant Principals Enacting Applied Critical Leadership

Abstract

This study harnessed the power of testimonio as a methodological approach and method, along with applied critical leadership as a framework to answer the following questions: What were defining aspects of the leadership journeys of four Latina assistant principals that enabled them to get to and thrive in their positions? How did their cultural backgrounds and identities (racial/ethnic, gendered, linguistic, other identity markers) shape and/or inform their leadership journeys? The testimonios of the four Latina assistant principals centered on four overarching themes related to the defining aspects of their leadership journeys: (1) the significant role that their parents and upbringing played in becoming advocates, educators, and school leaders; (2) the support and mentorship that were critical to their ascension into the assistant principal role; (3) the challenges they faced with regards to discrimination and microaggressions as Latina assistant principals; and (4) how they responded as agents of change in culturally responsive and asset-based ways as administrators. Each of these defining aspects were shaped and/or informed in some way by their cultural backgrounds and at least one or more social identity markers; often related to their Latinidad, being women, their age, being working to middle class, and bilingual or non-Spanish speaking. Individually and collectively, the leadership journey testimonios affirm how the Latina assistant principals enacted applied critical leadership. Findings can inform leadership preparation and districts that must intentionally address equity and diversify the leadership pipeline so that it both reflects and responds to the increasingly diverse communities in our country.