Show Summary Details

Page of

PRINTED FROM the OXFORD RESEARCH ENCYCLOPEDIA, EDUCATION ( (c) Oxford University Press USA, 2020. All Rights Reserved. Personal use only; commercial use is strictly prohibited (for details see Privacy Policy and Legal Notice).

date: 28 May 2020

Gender and the Superintendency

This is an advance summary of a forthcoming article in the Oxford Research Encyclopedia of Education. Please check back later for the full article.

Significant research telling the stories of women’s experiences in the superintendency has been conducted only since the 1980s. Much of that research has been focused on white women, with fewer studies of women leaders of color. By the beginning of the new century, there were more women in the pipeline for the superintendency—more women in graduate educational leadership programs, more women in the elementary principalship, and more women in central office positions. Data from the American Association of School Administrators (AASA) 2015 Study of the American Superintendent show that while increases have been made throughout the years, females make up only 27 percent of the superintendency, up only 2 percent from 2010. This stands in direct contrast to the female-dominated teaching force. Given that the position of teacher is the first step in the pathway toward the superintendency, women are clearly underrepresented as superintendents across the country. This problem has been a topic for many researchers, practicing academics, and doctoral students who choose the topic as research for dissertations.