Her Story, Her Voice

dc.contributor.advisorNiño, Juan M.
dc.contributor.authorMunoz, Monica Michelle
dc.contributor.committeeMemberRodríguez, Mariela A.
dc.contributor.committeeMemberGarza, Encarnación
dc.contributor.committeeMemberCordova, Amanda J.
dc.creator.orcidhttps://orcid.org/0000-0002-1469-8791
dc.date.accessioned2024-04-09T16:33:42Z
dc.date.available2024-12-12
dc.date.available2024-04-09T16:33:42Z
dc.date.issued2022
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.descriptionThe full text of this item is not available at this time because the author has placed this item under an embargo until December 12, 2024.
dc.description.abstractThis 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.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent171 pages
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/20.500.12588/6364
dc.language.isoen
dc.subjectChicana feminism
dc.subjecteducation
dc.subjectLatina
dc.subjectpláticas
dc.subjectsingle-gender
dc.subjecttestimonios
dc.subject.classificationWomen's studies
dc.subject.classificationGender studies
dc.subject.classificationHispanic American studies
dc.titleHer Story, Her Voice
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
local.embargo.terms2024-12-12
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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