Research Article
The Critical Importance of Support Systems for Women Educational CEOs
Katie Higginbottom , Kerry Robinson
Article Metrics
Views
657
Downloads
1191
Citations
Crossref
0
Higginbottom K, Robinson K. The critical importance of support systems for women educational ceos. European J Ed Manage. 2019;2(2):59-72. doi: 10.12973/eujem.2.2.59
Higginbottom, K., & Robinson, K. (2019). The critical importance of support systems for women educational ceos. European Journal of Educational Management, 2(2), 59-72. https://doi.org/10.12973/eujem.2.2.59
Higginbottom Katie, and Kerry Robinson. "The Critical Importance of Support Systems for Women Educational CEOs," European Journal of Educational Management 2, no. 2 (2019): 59-72. https://doi.org/10.12973/eujem.2.2.59
Higginbottom, K & Robinson, 2019, 'The critical importance of support systems for women educational ceos', European Journal of Educational Management, vol. 2, no. 2, pp. 59-72. Higginbottom, Katie, and Kerry Robinson. "The Critical Importance of Support Systems for Women Educational CEOs." European Journal of Educational Management, vol. 2, no. 2, 2019, pp. 59-72, https://doi.org/10.12973/eujem.2.2.59.
Abstract
Research has shown that effective support systems are key to an educational CEO for success and tenure in the position. This qualitative secondary analysis (QSA) of women educational CEOs from the United States and Canada allowed for the reexamination of interviews from 37 participants focused on the importance of support systems. Findings uncovered six different themes or areas of support/hindrances: three formal supports/hindrances, policy, school board, and staff, and three informal supports/hindrances, family, community, and mentors/other women educational CEOs.
Keywords: Women, educational CEOs, superintendents, support systems.
References
Baker, B., Orr, M. T., & Young, M. D. (2007). Academic drift, institutional production and professional distribution of graduate degrees in educational administration. Educational Administration Quarterly, 43(3), 279-318.
Beekley, C. (1999). Dancing in red shoes: Why women leave the superintendency. In C. C. Brunner (Ed.), Sacred dreams: Women and the superintendency (pp. 161-175). Albany, NY: State University of New York Press.
Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992-2012. Review of Educational Research, 85(1), 129-167.
Brunner, C. C., & Grogan, M. (2007). Women leading school systems: Uncommon roads to fulfillment. Lanham, MD: Rowman & Littlefield.
Chan, T., Pool, H., & Strickland, J. (2001). Who’s in charge around here? Paper presented at the Annual Meeting of the Southern Regional Council on Educational Administration. Jacksonville, FL.
Cooper, B. S., Fusarelli, L. D., & Carella, V. A. (2000). Career crises in the school superintendency? The results of a national survey. Arlington, VA: American Association of School Administrators.
Copeland, J. D. (2013). One head – many hats: Expectations of a rural superintendent. The Qualitative Report, 18(77), 1-15.
Covey, S. R. (1989). The seven habits of highly effective people: Restoring the character ethic. New York, NY: Simon and Schuster.
D’Hoop-Azar, A., Sancho, E., Martens, K., & Papolis, P. (2017). Gender parity on boards around the world. Harvard Law School Forum on Corporate Governance and Financial Regulation. Retrieved from https://corpgov.law.harvard.edu/2017/01/05/gender-parity-on-boards-around-the-world/
Dana, J. A., & Bourisaw, D. M. (2006). Women in the superintendency: Discarded leadership. Lanham, MD: Rowman & Littlefield Education.
du Plessis, E., & Human S. P. (2009). Reflecting on “meaningful research”: A qualitative secondary analysis. Curationis, 32(3), 72-79.
Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Boston, MA: Harvard Business School Press.
Ely, R. J., Ibarra, H., & Kolb, D. (2011). Taking gender into account: Theory and design for women’s leadership development programs. Academy of Management Learning and Education, 11(3), 1-21.
Eichman, J. A. (2009). Formal mentoring and training programs for new superintendents in the State of Illinois (Unpublished doctoral dissertation). Northern Illinois University, DeKalb, IL.
Forner, M. (2010). An examination of the leadership practices of effective rural superintendents: A multiple case study (Unpublished doctoral dissertation). Western Michigan University, Kalamazoo, MI.
Funk, C., Pankake, A., & Schroth, G. (2002). Archetypes of outstanding female superintendents (ED 481 622). Retrieved from https://files.eric.ed.gov/fulltext/ED481622.pdf
Gardiner, M. E., Enomoto, E., & Grogan, M. (2000). Coloring outside the lines: Mentoring women into school leadership. Albany, NY: State University of New York Press.
Glass, T. E. (1992). The 1992 study of the American school superintendency: America's education leaders in a time of reform. Arlington, VA: American Association of School Administrators.
Glass, T. E., Bjork, L. G., & Brunner, C. C. (2000). The 2000 study of the American school superintendency: A look at the superintendent of education in the new millennium. Arlington, VA: American Association of School Administrators.
Glass, T. E., & Franceschini, L. A. (2007). The state of the American school superintendency: A mid-decade study. Lanham, MD: Rowman & Littlefield Education.
Grogan, M. (2000). Laying the groundwork for a reconception of the superintendency from feminist postmodern perspectives. Educational Administration Quarterly, 36(1), 117-142.
Grogan, M., & Brunner, C. C. (2005a). Women leading systems: Latest facts and figures on women and the superintendency School Administrator, 62(2), 46-50.
Grogan, M., & Brunner, C. C. (2005b). Women superintendents and role conception: (Un)Troubling the norms. In L. Bjork & T. J. Kowalski (Eds.), The contemporary superintendent: Preparation, practice, and development. Thousand Oaks, CA: Corwin.
Gupton, S. L., & Appelt-Slick, G. (1996). Highly successful women administrators: The inside story of how they got there. Thousand Oaks, CA: Corwin.
Haar, J. M., Palladino, J., Peery, K., & Grady, M. (2011). Female superintendents: Serving the needs of rural school districts. Retrieved from https://cehs.unl.edu/documents/edadmin/students/IAEL-Rural%20Female%20Superintendents%203-0511.pdf
Harris, S., Lowery, S., & Arnold, M. (2002). When women educators are commuters in commuter marriages. Advancing Women in Leadership Journal, 10(1).
Heaton, J. (2008). Secondary analysis of qualitative data: An overview. Historical Social Research, 33(3) 33-45.
Hess, F. (2002). School boards at the dawn of the 21st century: Conditions and challenge of district governance (Report prepared for the National School Boards Association). Charlottesville, VA: University of Virginia, School of Education and Department of Government.
Higginbottom, K. (2018). Women directors of education: Policy consequences, gender perspectives, and leadership strategies (Unpublished doctoral dissertation). University of Toronto, Toronto, ON, Canada.
Hill, M. S., & Ragland, J. C. (1995). Women as educational leaders. Thousand Oaks, CA: Corwin.
Hochschild, A. R., & Machung, A. (1989). The second shift. New York, NY: Penguin Books.
January, K. T. (2006). A study of the impact of mentoring relationships and influences on the careers of African American women superintendents. (Unpublished doctoral dissertation). Howard University. Washington, DC.
Kay, P. L. (2012). An in-depth analysis of exemplary female superintendents: A qualitative inquiry. Ed.D. dissertation, University of Houston – Clear Lake – Texas. Retrieved from http://gradworks.umi.com/35/35/3535677.html
Kaye, B., & Jordan-Evans, B. (2000). Retention: Tag, you're it! Training and Development, 54(4), 29-33.
Kowalski, T. J. (2006). The school superintendent: theory, practice, and cases. Thousand Oaks, CA: Sage.
Kowalski, T. J., McCord, R. S., Petersen, G. J., Young, I. P., & Ellerson, N. M. (2011). The American school superintendent: 2010 decennial study. Lanham, MD: Rowman & Littlefield Education.
Larcker, D. F., & Tayan, B. (2013). Trust: The unwritten contract in corporate governance. Rock Center for Corporate Governance at Stanford University Closer Look Series: Topics, Issues and Controversies in Corporate Governance and Leadership No. CGRP-34. Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2306150
Loder, T. L. (2005). Women administrators negotiate work-family conflicts in changing times: An intergenerational perspective. Educational Administration Quarterly, 41(5), 741-776.
Mahitivanichcha, K., & Rorrer, A. K. (2006). Re-considering access to and participation in the superintendency: Women’s “choices” within market constraints. Educational Administration Quarterly, 42(4), 483-517.
McCurdy, J. (1992). Building better board–administrator relations. Arlington, VA: American Association of School Administrators.
McKay, J., & Grady, M. (1994). Turnover at the top. Executive Educator, 16(8), 37-38.
Mendez-Morse, S. (2004). Constructing mentors: Latina educational leaders’ role models and mentors. Educational Administration Quarterly, 40(4), 561-590.
Mountford, M. (2004). Motives and power of school board members: Implications for school board-superintendent relationships. Educational Administration Quarterly, 40(5), 704-741.
Olsen, J. (2007). Women superintendents in Iowa: Where is the momentum? Reflections of a national malaise. Forum on Public Policy: A Journal of the Oxford Round Table, 2007(3), 1-10.
Patillo, A. Departure beyond dismissal: Influencers of superintendents of schools' departure from position of superintendent (Unpublished doctoral dissertation). Saint Louis University, St. Louis, MO.
Ramirez, A., & Guzman, N. (1999). The rural school district superintendency: A Colorado perspective. Paper presented at the annual conference of the National Rural Education Association, Colorado Springs, CO. (ED 437 235). US Department of Education: Educational Resources Information Center.
Ravindran, N. (2009). Shouldering the isolation of leadership. Today’s Manager, (December), 9-11.
Renzulli, L. A., Aldrich, H., & Moody, J. (2000). Family matters: Gender, networks, and entrepreneurial outcomes. Social Forces, 79(2), 523-546.
Richter, B. (2007, December 3). It’s elementary: A brief history of Ontario’s public elementary teachers and their federations. ETFO Voice, Summer. Retrieved from http://etfovoice.ca/node/137
Robinson, K. (2013). The career path of the female superintendent: Why she leaves (Unpublished doctoral dissertation). Virginia Commonwealth University, Richmond, VA.
Robinson, K., Shakeshaft, C., Grogan, M., & Newcomb, W. (2017). Necessary but not sufficient: The continuing inequality between men and women in educational leadership, findings from the American Association of School Administrators mid-decade survey. Frontiers in Education, 2(12). doi: 10.3389/feduc.2017.00012.
Ruggiano, N., & Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how? Qualitative Social Work, 18(1) 81-97.
Searby, L., & Williams, C. (2007) How to survive the politics of school administration. AASA Journal of Scholarship and Practice, 4(3), 11–19.
Scherr, M. W. (1995). The glass ceiling reconsidered: Views from below. In P. M. Dunlap & P. A. Schmuck (Eds.), Women leading education (pp. 313–323). Albany, NY: State University of New York Press.
Sheldon, S. (2011). Effective induction and mentoring practices: Perceptions of female and male superintendents in their first year in a new state (Unpublished doctoral dissertation). Washington State University, Washington, DC.
Sherman, W. H. (2002). The ethical aspects of mentoring female aspiring school administrators. Leading and Managing, 8(1), 36-45.
Smulyan, L. (2000). Balancing acts: Women principals at work. Albany, NY: SUNY Press.
Tallerico, M., & Burstyn, J. (1996). Retaining women in the superintendency: The location matters. Educational Administration Quarterly 32, Supplemental, 642-664. doi:10.1177/0013161X960321004
Tallerico, M., Burstyn, J., & Poole, W. (1993). Gender and politics at work: Why women exit the superintendency. Fairfax, VA: National Policy Board for Educational Administration.
Tallerico, M., & Tingley, S. (2001, November). The leadership mismatch: An alternative view. The School Administrator Web Edition. Retrieved from http://www.aasa.org/publication/sa/2001_11/Tallerico.htm
Terranova, M. C., Fale, E. M., Ike, R. R., Rogers, T. L., Fiore, M.B., Zseller, E., … & Cattaro, G. M. (2009). Snapshot 2009: The 7th triennial study of the superintendency in New York. Albany, NY: The Council of School Superintendents.
Tobin, P. D. (2006). A rural superintendent’s challenges and rewards. School Administrator, 63(3), 30-31.
Trimble, D. K. (2013). Stress for superintendents in the Midwest viewed through the lens of person-environment fit (Unpublished doctoral dissertation). Drake University, Des Moines, IA.
Watkins, R., Herrin, M., & McDonald, L. (1998). The juxtaposition of career and family: A dilemma for professional women. Advancing Women in Leadership Journal, 1(2).
Williams, C. (2007). Factors that influence women's and men's exit from the superintendency. (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global (UMI No: 3280236).
Wilmore, E. (1998). Blossom picking: Lessons learned from the principalship. In C. Funk, A. Pancake, & M. Reese (Eds.), Women as School Executives (pp. 189-192). Commerce, Texas: Texas Council of Women School Executives.
Young, M. D., & McLeod, S. (2001). Flukes, opportunities, and planned interventions: Factors affecting women's decisions to become school administrators. Educational Administration Quarterly, 37(4), 462-502.
