2026 Theses Doctoral

The Journey to Superintendent: Experiences of Latinx Leaders in Connecticut

Velazquez, Ivelise

This phenomenological study addresses a critical research gap concerning Latinx superintendents whose potential influence is largely unexamined despite the growing Latinx student population and persistent achievement disparities. Latinx students comprise 32.1% of Connecticut's public-school enrollment. Yet only 5.3% of its educators and a minimal number of superintendents (five) currently identify as Latinx, an issue occurring while Latinx students face systemic challenges and discrimination.

Guided by my own experiences as a Latinx educational leader and by Latino Critical Theory (LatCrit) and its counterstorytelling function, I designed the purpose of this study to illuminate the testimonios (voices and experiences) of nine past and present Latinx superintendents in Connecticut (CT) to understand their ascension strategies, persistence against inhibitors, and the influence of their Latinx identity on their leadership. I employed a qualitative methodology, involving a modified three-part interview series with each participant, to ensure an in-depth understanding of their professional journeys. I collected 40.5 hours of interview data.

I chose to report out the findings of the study using a composite format that combined the stories of the 9 participants into four profiles and used quotes from the participants but attributed each quote to one of the participants. In doing so, I was able to conceal their identities while still sharing rich life stories (Aleman, 2010; Baldwin 2005; Hicks Tafari, 2018; Rios Taylor, 2023; Solorzano & Yosso, 2002; Yosso, 2006).

My analysis of the testimonios yielded four significant findings. First, the concept of Collective Liberation emerged, highlighting the intentional strategies employed by Latinx leaders to leverage and mobilize the collective power and influence of the Latino community to support other Latinx educators and strengthen the educational pipeline. This commitment is rooted in the LatCrit goal of transformative social justice. Second, superintendents successfully persisted by Navigating the Systemic Forces of Isolation, Discrimination, and Internalized Oppression, overcoming institutional racism, political bias, and feelings of self-doubt. Third, they adopted a Social Justice Mandate, utilizing strategic community power, savvy communication, and purposeful collaboration to advocate for equity initiatives against systemic resistance and political turbulence, often involving the dismantling of inequitable systems and a focus on core needs. Finally, their work is defined by an Identity-driven, Culturally Grounded Leadership approach, rooted in their lived experiences and cultural values—such as familia and service—which creates a profound sense of urgency and responsibility toward equity for marginalized communities.

The study concludes that the success of Latinx leaders is inherently tied to their ability to achieve transformative social justice goals. The findings suggest that Latinx superintendents require explicit support from Boards of Education (BOEs) to navigate the political volatility and budget constraints that are often cited as major challenges. To increase representation and improve the Latinx educational pipeline, primary recommendations include fostering collaboration among stakeholders across public and private sectors to develop recruitment strategies, advocating for legislative changes to mandate programs like DUAL language acquisition in schools, and encouraging Latinx leaders to expand their professional networks (such as Connecticut Association of Latino Administrators and Superintendents) to combat isolation and replicate successful equity models.