Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 12-16-2024

Abstract

This dissertation explored Pueblo women and their perspectives on pathways to leadership and examined ways to provide networking and professional development for Pueblo women. This study identified a number of important themes that offer a better understanding of the particular dynamics Pueblo women encounter as leaders. Four findings emerged from the study: a) bridging traditions; balancing cultural values, b) mediation of conflict through cultural lenses, c) wisdom of generations on mentorship and role models, and d) empowering emerging leaders. In addition to personal accounts, these lived experiences offer important insights into the larger framework of community empowerment, cultural sustainability, and leadership. We can further comprehend the intersectionality of these women’s responsibilities as cultural stewards, leaders, and caregivers in their communities by paying close attention to their voices. Recommendations include establishing a mentoring program for Pueblo women to develop their leadership skills while maintaining connections to traditional values and community obligations.

Keywords

Pueblo leadership, women in leadership, Indigenous women's leadership; Native American leadership, community leadership, Pueblo women

Document Type

Dissertation

Degree Name

Educational Leadership

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Allison M. Borden

Second Committee Member

Shawn Secatero

Third Committee Member

Tiffany Lee

Fourth Committee Member

Patrick López

Comments

Allison M. Borden, Chairperson

Shawn Secatero, Co-Chairperson

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