Abstract
While the Latinx population attributes to 52% of the U.S. population growth, this population is underrepresented in graduate degree attainment. In addition, Latinx women are projected to represent one-third of the U.S. population, by 2060 (Noe-Bustamante et al., 2020). Yet Latinas continue to earn degrees at lower rates than Latinx men (National Center for Education Statistics [NCES], 2018) and women of other races (Anthony & Elliott, 2019; Blackwell, 2017; Pumar, 2021). The purpose of this qualitative research was to explore the experiences of Latinas in the Higher Education Leadership Doctor of Education degree (Ed.D.) by analyzing the support mechanisms that led to their success. This study was framed around two research questions. (1) How do Latinas’ family influence their experiences in an educational leadership doctoral program in a private institution? (2) What support do Latina women need from the institution to complete their Ed.D. in a private institution? The study participants included five Latina students who completed their Ed.D. in the last three years or enrolled in their last semester at the university. During semi-structured interviews, the study participants provided details about their shared experiences during an Ed.D. program. Five themes emerged from this study. Related to family, the emerging themes were enrollment as a joint decision. Balancing multiple roles as Latinas (Familismo) and the importance of mothers in the doctoral journey. Themes related to the institution were faculty support and diversity in the curriculum. These study themes highlight areas where more awareness, resources, and support are needed.