Female Superintendents: Does Gender Matter?
| dc.contributor.author | Brill, Meaghan Boteler | en |
| dc.contributor.committeechair | Cash, Carol S. | en |
| dc.contributor.committeemember | Price, Ted S. | en |
| dc.contributor.committeemember | Wilkerson, Magie Lenhart | en |
| dc.contributor.committeemember | Johnstad, Susan | en |
| dc.contributor.department | Educational Leadership and Policy Studies | en |
| dc.date.accessioned | 2023-12-09T04:00:09Z | en |
| dc.date.available | 2023-12-09T04:00:09Z | en |
| dc.date.issued | 2023-12-08 | en |
| dc.description.abstract | Based upon previous research and statistics surrounding the topic of female superintendents, which indicated that women moved into the position at a disproportionate rate when compared to men, this study sought to understand the experiences of female public-school superintendents. Further, the research provided a means for women to discuss their preparation, educational background, barriers, and characteristics needed for success within the superintendency. This study gathered additional information and data, from the perspective of female superintendents, in an effort increase awareness and representation. This qualitative study utilized a variety of methodology. Specifically, surveys were distributed to all female superintendents in the Commonwealth of Virginia. Following the initial survey, seven women participated in a one-one-one interview. All responses were transcribed, classified, and coded for themes. From the research, nine findings emerged, which ranged from women often move into superintendent positions from within their present school division to female superintendents indicated they have to exert more effort than their male counterparts. In addition to the findings, seven implications were developed. These included recommendations such as, the Department of Education should consider training and rubrics for school boards and school division leaders regarding gender bias in an effort to ensure equitable treatment and evaluation, and school divisions should contemplate providing mentoring opportunities to women in educational leadership positions and those exhibiting potential for these roles. The documented experiences of the women studied add to existing research related to female superintendents. This information will be useful to those interested in pursuing the superintendency. Further, the women featured in this study chose to share their experiences, educational journey, and barriers in an effort to educate, encourage, and assist others. | en |
| dc.description.abstractgeneral | Based upon previous research and statistics surrounding the topic of female superintendents, which indicated that women moved into the position at an unequal rate when compared to men, this study sought to understand the experiences of female public-school superintendents. Further, the research provided a means for women to discuss their preparation, educational background, barriers, and characteristics needed for success within the superintendency. This study gathered additional information and data, from the perspective of female superintendents, in an effort increase awareness and representation. The researcher utilized a variety of methodology. Specifically, surveys were distributed to all female superintendents in the Commonwealth of Virginia. Following the initial survey, seven women participated in a one-one-one interview. All responses were recorded, documented, and analyzed for themes. From the research, nine findings emerged, which ranged from women often move into superintendent positions from within their present school division to female superintendents indicated they have to exert more effort than their male counterparts. In addition to the findings, seven implications were developed. These included recommendations such as, the Department of Education should consider training and rubrics for school boards and school division leaders regarding gender prejudice in an effort to ensure impartial treatment and evaluation, and school divisions should contemplate providing mentoring opportunities to women in educational leadership positions and those exhibiting potential for these roles. The documented experiences of the women studied add to existing research related to female superintendents. This information will be useful to those interested in pursuing the superintendency. Further, the women featured in this study chose to share their experiences, educational journey, and barriers in an effort to educate, encourage, and assist others. | en |
| dc.description.degree | Doctor of Education | en |
| dc.format.medium | ETD | en |
| dc.identifier.other | vt_gsexam:38958 | en |
| dc.identifier.uri | https://hdl.handle.net/10919/117164 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | female | en |
| dc.subject | superintendents | en |
| dc.subject | resiliency | en |
| dc.subject | barriers | en |
| dc.title | Female Superintendents: Does Gender Matter? | en |
| dc.type | Dissertation | en |
| thesis.degree.discipline | Educational Leadership and Policy Studies | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | doctoral | en |
| thesis.degree.name | Doctor of Education | en |
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