ABSTRACT
This chapter considers the stereotypical expectations that limit womens participation in fields perceived to be predominantly male, such as the academy. Women of color, including Latina faculty, encounter additional barriers in these academic environments. Using an autoethnographic approach, Author reflects the experiences as a Latina faculty in the field of educational leadership. It begins by retelling a passage of Princess Elizabeth's storybook to explore stereotypical expectations that affect Latina women transcending barriers of non-traditional positions in academia. Couched on my mixed-heritage Latina background and research related to Latina faculty induction processes, It also explores how Latina faculty can develop a scholarly identity, break barriers of stereotypical expectations, and transcend barriers of gender and race in academia with the help of mentors and other support groups. This examination of Latinas transcending barriers in academia is developed using notions of social role theories within feminist and critical post-structural paradigms.
