Professional Development and Self-Efficacy: Their Impact on the Advancement of Latinas in Higher Education Leadership

Abstract

Research has demonstrated that Latinas are advancing their education (Lopez & Gonzalez-Barrera, 2014), yet the number of Latinas in leadership positions at higher education institutions is not significantly increasing (Muñoz, 2010; Montas-Hunter, 2012). There are many ways in which individuals advance in their careers. For Latinas, their intersectional identities, particularly regarding their race, ethnicity, and gender, influence this process and their experiences. The personal career experiences of Latinas at higher education institutions has not fully been explored. Focusing on the Latina experiences in higher education is important for several reasons. First, to increase the number of Latinas in higher education leadership positions, we need to understand the structural and institutional barriers that may deter Latinas from seeking leadership positions. Second, understanding the experiences of Latinas who are currently in positions of leadership at higher education institutions, how they have confronted such barriers, and additional challenges they experience to advancing further in their careers will contribute to and expand the research in this area. Finally, this knowledge will inform how higher education institutions can support and create positive experiences for other Latinas seeking leadership positions.