Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry

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dc.contributor.advisorGuajardo, Miguel A.
dc.contributor.authorRocha, Patricia A.
dc.contributor.committeeMemberByrne-Jimenez, Monica
dc.contributor.committeeMemberMartinez, Melissa A.
dc.contributor.committeeMemberOliver, John
dc.date.accessioned2016-06-10T15:55:08Z
dc.date.available2016-06-10T15:55:08Z
dc.date.issued2016-05
dc.description.abstractThis qualitative study explored the storied lives of three Latina/o elementary Principals. The research partners included two individuals and the author of this dissertation. The study employed a narrative inquiry approach and is rooted in an epistemological notion of narrative inquiry and Chicana/o Ways of Knowing. The purpose of this narrative inquiry was to understand not only stories of schools, but the social, cultural, and familial stories that shape and inform Latina/o school principals’ leadership, as well. A further purpose was to understand how their social, cultural, familial, and institutional stories conflicted with the research partners’ story of school and how they negotiated conflicts. Through a narrative inquiry approach, field texts of their narratives were collected using a variety of strategies. Field texts were composed from extensive conversations between the researcher and the two partners. The research partners were invited to tell and retell stories of their own experience of schools both as students and as elementary school principals. Field texts were then analyzed by applying a framework of analysis that included: (a) the notions of three dimensional space (e.g. time, space, and sociality); (b) chronology, epiphanies, and pivotal moments; and (c) tenets of Chicana/o Ways of Knowing. From the analysis, poetic transcriptions were created to represent the stories related by the research partners. Their shared stories highlight a politic of pasión that informed their leadership. Implications for further research are presented within in the framework of the ecologies of knowing.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent263 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationRocha, P. A. (2016). Stories of school and the storied lives of Latina/o elementary principals: A narrative inquiry (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/6031
dc.language.isoen
dc.subjectLatina/o elementary principals
dc.subjectNarrative inquiry
dc.subjectSchool leadership
dc.subjectStoried lives
dc.subjectStories of school
dc.subjectChicana Ways of Knowing
dc.subjectPolitic of pasión
dc.subjectChicana feminism
dc.subjectAuthentic dissertation
dc.subjectPoetic transcription
dc.titleStories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education and School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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