In this Alumni Spotlight Q&A, Gayle Windom reflects on how her time at the University of California, Santa Barbara shaped her journey from a student of Speech and Hearing and African American Studies to a lifelong educator and leader in urban education. She shares how her academic foundation and early involvement in the Black Student Union informed her understanding of culture, language, and community, which became central to her work with students. After graduating, Gayle went on to earn her master’s degree in Speech Pathology and Audiology, beginning her career in public schools before expanding into roles as a teacher, principal, and district and charter school leader. Throughout her career, she remained committed to supporting diverse student populations and advancing equitable educational practices. She later earned her doctorate in educational leadership, further strengthening her focus on serving urban communities. Now retired from full-time work, Gayle continues to consult and travel, gaining a global perspective on education and culture. Grounded in mentorship and service, she reflects on a career defined by leadership, adaptability, and a deep commitment to guiding future generations.
You graduated with majors in Speech and Hearing and African American Studies. How did your choice of majors at UCSB prepare you for your career path?
I fully pursued my Speech and Hearing degree and went on to earn my master’s degree in Speech Pathology and Audiology in 1975. It was a two-year program, so I immediately enrolled in graduate school after completing my undergraduate studies. Without that degree, I wouldn’t have been able to pursue my master’s, which was necessary to secure a job in the field. So it definitely had an impact.
As for my African American Studies major, it helped me understand the cultural aspects of language, since language is deeply tied to culture. It kind of tied them together that way. In the early 70s, there were a lot of studies being done on what was then referred to as the language of Africa, or what later became known as Ebonics.
Those two really fit well together, and I continued to take graduate classes in African American English. So those were the stepping stones for me from UCSB.
You mentioned being a part of a small number of Black students on campus and a member of the Black Student Union in its early years. How did that experience impact your time at UCSB?
I came from an urban area in Los Angeles, where I attended very diverse junior high and high schools. There were just as many white students as there were African American and Asian American students, so I was used to having much more diversity.
When I arrived at UCSB, however, the campus felt overwhelmingly white, with far fewer Black, Asian, and Latinx students at the time. Being part of the Black Student Union actually made me feel more comfortable at UCSB.
After graduating, you built a long career in education and leadership. How did your early experiences working with children influence that journey?
Oh my goodness—they made it so easy! I was always comfortable working with children. While I had the option to work with adults in hospital facilities as a speech pathologist, or nursing homes or many other options, I chose to work in public schools because that’s where the children are.
That choice aligned more closely with my original goal of becoming a teacher. Although I ultimately changed what I would be teaching, I never doubted that I wanted to be a teacher.
You’ve held many roles, from teacher to principal to district leadership and charter school director. How were these experiences meaningful to you?
My last assignment was in a charter school as a director of a charter school, and if you could imagine, a charter school does not have a district office support. Everything is done at the site level and the director has to serve many roles. So, having had previous experiences, I mean, you name it: with students with disabilities, with being in juvenile detention facilities, so when you're in a charter school, you get some of everything. And so all of those experiences allowed me not only to show leadership to the staff, but also to be a significant influencer for parents and students looking for those types of experiences that meet their needs. And so, I felt very prepared. I was only gonna take the assignment for a short term while they found somebody, and I stayed seven years. The job wasn't done, so!
You later earned your doctorate in educational leadership. How did continuing your education shape your perspective as a leader?
It really shaped my ability to focus on diverse urban education. That was a central emphasis in the School of Education at UCSB, specifically urban education. As you know, Los Angeles is a sprawling urban area. While everybody doesn’t work for LA Unified, they do take up a lot of space.
I knew that no matter where I chose to work, I still would be in an urban area and connected to an urban center. I lived in South Central Los Angeles, that's the community I grew up in. Through my studies, I learned and conducted research on best practices for supporting what were then referred to as “at-risk youth.” Today, we use more positive and asset-based language, but in the early 2000s, that was the common terminology.
That population is one I have always been committed to supporting, guiding, and leading.
Since retiring, you’ve continued consulting and even became a travel agent. What has this new chapter of your life been like?
I’ve been very fortunate to be able to travel, and I always look for similarities—not only between my own culture and others, but also in education around the world. I like to compare those experiences to the United States, especially in terms of how young people are educated or exposed to their education.
Traveling just kind of makes it more real-world for me because I can travel and look for those commonalities, as well as areas where other countries may be better or where they might need more support. If they were able to get that support, what would it look like for those children?
What advice would you give to current UCSB students? Especially first-generation students or those navigating challenges in higher education?
I would definitely encourage students to develop a plan. It’s especially important to create SMART goals, where they actually have something specific and manageable. Not that those goals can’t change, but the better planning there is, the easier it is for them to guide themselves.
For first-generation students in particular, this can be challenging, since they’re pretty much on their own and don’t have anyone to go to in their family to ask, “What did you do?” In many ways, they have to navigate the experience on their own.
That’s why taking those initial steps is so important—not only for their own success, but also so they can eventually mentor others, whether within their own family or someone else’s. It’s about learning how to navigate challenges, face them head-on, develop problem-solving skills, and acknowledge them rather than running away from them.
Visit our alumni stories page for more alumni spotlights