Date of Award
12-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
Committee Chair/Advisor
Dr. Hans Klar
Committee Member
Dr. Barbara Nesbitt
Committee Member
Dr. Kristin Frady
Committee Member
Dr. Ying Feng
Abstract
This study explores gender disparities in educational leadership, focusing on the experiences of five women who successfully transitioned from teaching to principal roles. While women represent the majority of the teaching workforce, they remain underrepresented in leadership positions, facing unique barriers shaped by gendered expectations, cultural stereotypes, and institutional biases. This research investigates the challenges and breakthroughs encountered by these women, offering insights into how they navigated their journeys to leadership.
Guided by critical feminist theory and transformational leadership, this study explores how gendered power structures and inclusive leadership practices influence the paths of women in educational leadership. Critical feminist theory reveals the persistence of gendered dynamics of leadership roles while transformational leadership highlights the collaborative and motivational approaches women utilize to succeed. Together, these frameworks contextualize the participants’ strategies for overcoming systemic barriers.
A qualitative narrative approach was used to collect data through in-depth interviews with female educational leaders from different regions across the United States. Key findings emphasize the importance of mentorship, with both male and female mentors playing critical roles in advocating for opportunities and fostering confidence. Participants also highlighted the resilience required to balance the demands of leadership while navigating cultural stereotypes and institutional biases. Additionally, the findings reveal the impact of appearance and gendered expectations, as participants often adjusted their presentation and behavior to meet societal norms without compromising their authenticity.
This study concludes that while progress has been made in recent decades, structural barriers and gendered cultural expectations remain deeply rooted in educational leadership. The findings underscore the need for policies and programs that promote mentorship, foster work-life balance, and address unconscious bias. By illuminating both the challenges and the successes of women in educational leadership, this research contributes to the ongoing effort to create more equitable and inclusive pathways to leadership within education.
Recommended Citation
Grudzielanek, Tara, "Unveiling Barriers and Breakthroughs: A Qualitative Exploration of Women in Educational Leadership Roles" (2024). All Dissertations. 3776.
https://open.clemson.edu/all_dissertations/3776
