Increasing Latinos in the Role of Elementary Principals: Narratives of Six Latinos' Journey to the Principalship

This study explored the cultural, personal, and professional experiences of six Latino elementary principals in three California school districts. By identifying their experiences, supports, and challenges before and after attaining the principalship, their personal narratives illuminate the challenges they have faced and the strategies they used to overcome these challenges. A narrative inquiry approach was used to capture the participants’ personal stories in order to uncover meanings from their experiences. Latino Critical Race Theory (LatCrit) was used to examine the data. Semi-structured, one-on-one interviews with six Latino male principals were conducted to capture their voices and allow them to share their understanding and experiences. The findings identified implications for Latinos who aspire to attain principalship positions and recommendations for districts to increase administrative diversity.