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Abstract

In 2008, minorities represented only 16% of all senior administrators at institutions of higher learning and very few Hispanic women have made it to the “executive suites” of academia (Bridges et al., 2008). The purpose of this phenomenological study was to examine the self-efficacy of Hispanic women in leadership positions at higher education institutions in the United States. The study was guided by Bandura’s theory of self-efficacy, which is “concerned with judgment of personal capabilities.”

Keywords

achievement higher education Latina(o)leadership qualitative

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Self-Efficacy and Latina Leaders in Higher Education

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Keywords

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