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The superintendency offers the most powerful and prestigious
positions in K-12 public school systems. Few superintendents of
these systems in the United States are women, although the majority
of teachers are women and many women have leadership positions in
schools. There are also increasing numbers of women in
administrative preparation programs at institutions of higher
education. This study of 27 highly qualified women in top-level
administrative positions in public education was designed to find
out what it is like to be a woman aspiring to the executive
leadership position. Research questions included: Why are there so
few women superintendents when so many are qualified? What are the
routes to the superintendency? What is the context of educational
administration in the public school? What kinds of leaders are
women who aspire to the superintendency? The research was also
informed by a feminist advocacy of social change to discover how
and under what conditions a more equitable distribution of
superintendencies is likely to occur. A feminist poststructural
framework provided the theoretical basis for the analysis of the
data.
Most published research on the superintendency has failed to
examine the voices of female superintendents. Today, white males
make up approximately 85% of superintendents, rendering female
responses to the superintendency almost nonexistent. Women Leading
School Systems, commissioned by the American Association of School
Administrators (AASA), provides a historical overview of women in
top leadership positions. This study examines what drives some
female educators to accept the challenge of becoming a
superintendent and what drives others to remain in middle
management. The authors also profile a number of women who spend
their lives at the top of the school system. This comprehensive
book is the only national study entirely dedicated to women's
leadership.
The superintendency offers the most powerful and prestigious
positions in K-12 public school systems. Few superintendents of
these systems in the United States are women, although the majority
of teachers are women and many women have leadership positions in
schools. There are also increasing numbers of women in
administrative preparation programs at institutions of higher
education. This study of 27 highly qualified women in top-level
administrative positions in public education was designed to find
out what it is like to be a woman aspiring to the executive
leadership position. Research questions included: Why are there so
few women superintendents when so many are qualified? What are the
routes to the superintendency? What is the context of educational
administration in the public school? What kinds of leaders are
women who aspire to the superintendency? The research was also
informed by a feminist advocacy of social change to discover how
and under what conditions a more equitable distribution of
superintendencies is likely to occur. A feminist poststructural
framework provided the theoretical basis for the analysis of the
data.
Coloring outside the Lines critically looks at mentoring from the
perspective of women who have been historically marginalized in
school leadership, and grounds itself in a variety of experiences,
including those of women school leaders of color.
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