Publication Date

Spring 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Liliana Castrellón; Rebeca Burciaga; David Piper

Abstract

This phenomenological study examined how women in classified professional positions navigate institutional barriers and access professional development within California community colleges. Using Critical Liberatory Feminist Pedagogy, Critical Race Feminist Theory, and Challenging Leadership Theory as analytical frameworks, the study explored the lived experiences of 18 participants across five Northern California community colleges through individual interviews and focus groups. Findings revealed three central themes: strategic communication as a survival mechanism, institutionalized exhaustion, and professional development as gatekeeping. Participants described employing calculated communication strategies to navigate workplace dynamics while minimizing personal and professional risk. The study illuminated how institutional structures create systemic barriers that disproportionately burden women in classified roles and how professional development opportunities function as mechanisms of inclusion and exclusion. This research seeks to contribute to the limited scholarship on classified professionals in higher education and offers implications for institutional policy and professional development programming, including creating transparent pathways and developing equity-minded leadership training.

Download

Share

COinS