In Texas, there is an increase of the Hispanic population and not a significant increase in Hispanic administrators. Women remain underrepresented in the principalship with even less representation of Hispanics. With an increasing number of Hispanic students, it is vital to ensure there is a representation to be an advocate for these children. Hopefully, this information will provide connection, relativity, and give a sense of hope to aspiring female minority principals and the Hispanic community. The purpose of this narrative non-fiction study was to enable four Mexican-American female principals in predominantly Hispanic elementary campuses to reveal their stories of their career paths, barriers experiences throughout their career, factors contributing to their success, and their influences of being a Mexican-American female principal. Data collection included three levels of semi-structured interviews. Themes from the four narrative stories were examined, and an analysis of narratives was completed to draw conclusions pertaining to the career paths of Mexican-American female elementary principals. Their stories provide a voice to encourage other Hispanic females to consider the principalship or other administrative roles. This narrative non-fiction study explored the experiences of four Mexican-American female elementary principals in Texas
","abstract_html":"<p>In Texas, there is an increase of the Hispanic population and not a significant increase in Hispanic administrators. Women remain underrepresented in the principalship with even less representation of Hispanics. With an increasing number of Hispanic students, it is vital to ensure there is a representation to be an advocate for these children. Hopefully, this information will provide connection, relativity, and give a sense of hope to aspiring female minority principals and the Hispanic community. The purpose of this narrative non-fiction study was to enable four Mexican-American female principals in predominantly Hispanic elementary campuses to reveal their stories of their career paths, barriers experiences throughout their career, factors contributing to their success, and their influences of being a Mexican-American female principal. Data collection included three levels of semi-structured interviews. Themes from the four narrative stories were examined, and an analysis of narratives was completed to draw conclusions pertaining to the career paths of Mexican-American female elementary principals. Their stories provide a voice to encourage other Hispanic females to consider the principalship or other administrative roles. This narrative non-fiction study explored the experiences of four Mexican-American female elementary principals in Texas</p>","abstract_has_math":false,"creators":["Mijares, Betsy J, Dr."],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Secondary Education and Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Pauline Sampson","Dr. Janet Tareilo","Dr. Patrick Jenlink"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-05-13T07:00:00Z","date_published":"2017-05-13T07:00:00Z","updated_at":"2026-07-24T04:30:03Z","subjects":["Mexican-American; Texas; Principals; Hispanic; Elementary","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Educational Leadership","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.sfasu.edu/etds/72","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Pauline Sampson","Dr. Janet Tareilo","Dr. Patrick Jenlink"]},{"key":"dc:creator","label":"Author","values":["Mijares, Betsy J, Dr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-04-20T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Secondary Education and Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mexican-American; Texas; Principals; Hispanic; Elementary","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Educational Leadership","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.sfasu.edu/etds/72"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In Texas, there is an increase of the Hispanic population and not a significant increase in Hispanic administrators. Women remain underrepresented in the principalship with even less representation of Hispanics. With an increasing number of Hispanic students, it is vital to ensure there is a representation to be an advocate for these children. Hopefully, this information will provide connection, relativity, and give a sense of hope to aspiring female minority principals and the Hispanic community. The purpose of this narrative non-fiction study was to enable four Mexican-American female principals in predominantly Hispanic elementary campuses to reveal their stories of their career paths, barriers experiences throughout their career, factors contributing to their success, and their influences of being a Mexican-American female principal. Data collection included three levels of semi-structured interviews. Themes from the four narrative stories were examined, and an analysis of narratives was completed to draw conclusions pertaining to the career paths of Mexican-American female elementary principals. Their stories provide a voice to encourage other Hispanic females to consider the principalship or other administrative roles. This narrative non-fiction study explored the experiences of four Mexican-American female elementary principals in Texas
"]},{"key":"dc:title","label":"Title","values":["NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS"]}]}],"canonical_facts":{"dc:contributor":["Dr. Pauline Sampson","Dr. Janet Tareilo","Dr. Patrick Jenlink"],"dc:creator":["Mijares, Betsy J, Dr."],"dc:date.available":["2017-04-20T07:00:00Z"],"dc:description.abstract":["In Texas, there is an increase of the Hispanic population and not a significant increase in Hispanic administrators. Women remain underrepresented in the principalship with even less representation of Hispanics. With an increasing number of Hispanic students, it is vital to ensure there is a representation to be an advocate for these children. Hopefully, this information will provide connection, relativity, and give a sense of hope to aspiring female minority principals and the Hispanic community. The purpose of this narrative non-fiction study was to enable four Mexican-American female principals in predominantly Hispanic elementary campuses to reveal their stories of their career paths, barriers experiences throughout their career, factors contributing to their success, and their influences of being a Mexican-American female principal. Data collection included three levels of semi-structured interviews. Themes from the four narrative stories were examined, and an analysis of narratives was completed to draw conclusions pertaining to the career paths of Mexican-American female elementary principals. Their stories provide a voice to encourage other Hispanic females to consider the principalship or other administrative roles. This narrative non-fiction study explored the experiences of four Mexican-American female elementary principals in Texas
"],"dc:identifier":["https://scholarworks.sfasu.edu/etds/72"],"dc:subject":["Mexican-American; Texas; Principals; Hispanic; Elementary","Bilingual, Multilingual, and Multicultural Education","Early Childhood Education","Educational Leadership","Elementary Education"],"dc:title":["NARRATIVE NON-FICTION STORIES OF MEXICAN AMERICAN FEMALE PRINCIPALS OF PREDOMINATELY HISPANIC ELEMENTARY PUBLIC CAMPUSES IN TEXAS"],"thesis:degree_discipline":["Secondary Education and Educational Leadership"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education"]},"updated_at":"2026-07-24T04:30:03Z"}