Her Story, Her Voice

This qualitative study acknowledged and highlighted the voices of three Chicana/Latina leaders including myself, who bear witness to one another as we shared our lived experiences of internal struggles, as we learned to navigate our identities. The purpose of this study was to critically examine how the lived experiences of the three leaders inform their practices at an all-girls school and their connection to critical consciousness and gender identity formation. To achieve this purpose, the study was guided by the research question: What are the experiences of Chicana/Latina leaders at an elementary all-girls school as their identity and leadership are shaped?

The methodology employed in this research were testimonios which is grounded in the theoretical framework of Chicana Feminist Epistemology. The method used in this study were pláticas to provide space for each leader to share their story. Constructing knowledge collectively through testimonios provided space for each of our stories to be included in a narrative that is often told about us rather than with us.

Findings demonstrated that stories of women past and present are critical in influencing identity; cultural identity spaces are needed to navigate personal and professional worlds; understanding and reflecting on cultural collision through assimilation experiences bridges oneself toward healing and transformation; creating space to inquire and define identity in schools breaks societal expectations; identity formation is a responsibility of educators to support and nurture; and Latina school leaders being vulnerable in storytelling to learn about one another's lived experiences with identity formation transforms school practices.