Latina administrators and their journey to empowerment

California continues to become increasingly diverse with 54% of the student population consisting of Latinos. Currently, about 20% of the teaching population is Latino while less than 2% of school administrators is Latina (California Department of Education, 2019). Understanding why there is a low representation of Latina principals and vice-principals in California public schools may provide insights for districts within California to increase the possibility of educators gaining access to administrative leadership roles through hiring practices, specifically vice-principalship and principalship. This narrative study explored the stories of Latina PK-12 principals to understand how their experiences allowed them to gain access and maintain leadership positions in PK-12 public schools. The study also sought to identify challenges faced and barriers experienced that may have limited their access to leadership roles. The theoretical framework and its three streams of theory and research that informed the current research included: (a) social identity, (b) psychological capital, and (c) confluence of intersectionality drawing on literature that pertained to administrative leadership and the access of Latinas to those leadership positions. The narrative methodology allowed the researcher to have discourse with eight Latina participants made up of four vice-principals and four principals in California public schools. The study's results identified four findings: (a) adult support and peer development had a significant effect on participants' professional identities; (b) the ability for these Latina administrators to attain leadership roles was based on both their early work experiences and administrative mentors; (c) Latina administrators focused on their goals to transform their Title I communities; and finally, (d) the ability to access leadership roles required the development of a strong sense of self as a Latina. The Latina administrators saw themselves as leaders of all students with a specific understanding and shared experiences of the Latino community struggles and challenges. Furthermore, the Latina administrators' path to the principalship and vice-principalship is crucial to supporting the Latino PK-12 student population in California.