Selected Black Female Superintendents of Public School Systems

Arnez, Nancy L.

doi:10.2307/2294698

Cited by 3 publications

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“…These percentages pointed to a problem for school leadership and corrected the myth that women were in charge. Through the 1970s and 1980s, this crisis was highlighted in the pioneering research on women in educational administration (Gross and Trask, 1976;Schmuck, 1976Schmuck, , 1980Shakeshaft, 1979Shakeshaft, , 1987Shakeshaft, , 1989Biklen and Brannigan, 1980;Hansot and Tyack, 1981;Arnez, 1982;Ortiz, 1982;Marshall, 1984Marshall, , 1985Shakeshaft et al, 1984;Biklen and Shakeshaft, 1985;Bell, 1988;Edson, 1988). The authors challenged the conventional wisdom that administration could be sufficiently described from the perspective of male incumbents alone.…”

Section: The History Of the Representation Of Women In The Superintenmentioning

confidence: 99%

“…Alston (2005) emphasized, "[i]n these United States, persons of color represent 10.9% of the nation's teachers, 12.3% of the nation's principals, but only 2.2% of the nation's superintendents" (p. 675). For almost as long as there has been research focused on women in educational administration and the pursuit of the superintendency, there has been parallel research highlighting the challenges for aspiring and sitting superintendents of color (Arnez, 1982;Ortiz, 1982;Chase, 1995;Enomoto et al, 2000). There also has been research focused on Hispanic/Latina superintendents, specifically by Méndez-Morse (1997, Ortiz (1999Ortiz ( , 2000, Manuel and Slate (2003), Quilantán and Menchaca-Ochoa (2004), and Couch (2007).…”

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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

et al. 2017

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The gender of school leaders makes a difference in career paths, personal life, and characteristics of workplace. There is additional evidence that men and women are appointed or elected to lead different kinds of educational jurisdictions. Even if those differences did not exist, equitable access to leadership positions for people of different backgrounds would make this an important issue. This article reports gender-related findings from the American Association of School Administrators 2015 Mid-Decade Survey. Findings confirm many of the trends in research on the superintendency over the past 15 years. The profiles of women superintendents are becoming more like their male counterparts. Both men and women appear to be less mobile than in the past. Men and women are spending about the same time as teachers before becoming superintendents, women and men appear to experience stress similarly, and women are receiving mentoring much more than in the past. There are few data to support the beliefs that women superintendents, more than men, are limited by family circumstance although this survey sheds no light on perspectives of women aspirants. This survey also confirms that there are a variety of paths to the position providing opportunities for women who have not necessarily had the typical teacher/principal/central office administrator trajectory. Nevertheless, significant differences still exist. Most important is that men are still four times more likely than women to serve in the most powerful position in education, and both women and men of color are still grossly underrepresented.

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Section: The History Of the Representation Of Women In The Superintenmentioning

confidence: 99%

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confidence: 99%

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

et al. 2017

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“…Although most historical and other data on superintendents of color have tended to focus on African Americans (see for example: Alston, 1999;Brunner & Peyton-Caire, 2000;Jackson, 1995Jackson, , 1999Lomotey, Allen, Mark, & Rivers, 1996; Murtadha-Watts, 2000; Revere, 1985;Sizemore, 1986), a few researchers studied Hispanics in the role (see, e.g., Mendez-Mor 1999Ortiz, 1999Ortiz, , 2000Ortiz & Ort" i 1995) while others wrote more broadly abo women superintendents of color (Arnez, 1982;Chase, 1995;Enomoto, Gardiner, & Groga~ 2000;Ortiz, 1982).…”

Section: Superintendents Of Color: a Sampling Of Literaturementioning

confidence: 99%

The School Superintendent: Roles, Challenges, and Issues

Kowalski¹,

Brunner²

2005

The SAGE Handbook of Educational Leadership: Advances in Theory, Research, and Practice

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T he purposes of this chapter are to detail the development of the office of school superintendent, to examine issues of gender and race, to identify contemporary issues affecting practice, and to identify future research topics. The first two sections provide historical perspectives summarizing how the position has evolved over the past 150 years at three different levels-state, intermediate district, and local district. A discussion of the position's history produces five role conceptualizations; having evolved over the past 150 years, these characterizations provide a mosaic of contemporary expectations. Next, considerable attention is given to the causes and implications of race and gender underrepresentation, and research on this topic is summarized. Contemporary challenges to practice are then presented in relation to education finance, school reform, social contexts of 142 schooling, and school board relationships. Last,, suggestions for conducting research on the. normative and actual roles, underrepresentation, and contemporary challenges are provided. , , HISTORY OF THE OFFICE OF SUPERINTENDENT State and Intermediate District Superintendents Although the term school superintendent is most readily associated with local districts, the position also exists at two other levels of authority having jurisdiction over public education. One of them is the state government. The first state superintendent, appointed in New York in 1812, had three primary duties: plan a common school system for the state, report on the management of public funds, and provide school-related information to the

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Barbara Sizemore and the Politics of Black Educational Achievement and Community Control, 1963–1975

Todd-Breland¹

2015

The Journal of African American History

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Selected Black Female Superintendents of Public School Systems

Cited by 3 publications

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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

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

The School Superintendent: Roles, Challenges, and Issues

Barbara Sizemore and the Politics of Black Educational Achievement and Community Control, 1963–1975

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