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Dissertation/Thesis Abstract

Perceptions of Gender Equity in Educational Leadership in Practicing Female Superintendents in Kentucky
by Webb, Ginger, Ed.D., Northern Kentucky University, 2018, 153; 10785412
Abstract (Summary)

This qualitative study measures the perceptions of gender equity in educational leadership among female superintendents in Kentucky. Education is dominated by females; however, superintendent positions are held by men in much greater numbers than women. Research questions are as follows: 1) What common experiences and traits do female superintendents share?, 2) What do female superintendents in Kentucky see as the rewards and challenges of the position?, and 3) To what reasons do female superintendents attribute the great disparity in the numbers between male and female superintendents? What are catalysts and barriers to career advancement? How can these numbers be improved? These questions are answered via surveys and personal interviews. While opportunities are increasing for women, the pace remains slow. Mentors play a key role in career advancement for women. On this basis, a key recommendation is that formal mentoring programs supporting aspiring female educational leaders be implemented in Kentucky.

Indexing (document details)
Advisor: Allen, James G.
Commitee: Cheser, Karen, Koschoreck, James
School: Northern Kentucky University
Department: Education Leadership
School Location: United States -- Kentucky
Source: DAI-A 79/11(E), Dissertation Abstracts International
Subjects: Educational leadership, Educational administration, Gender studies
Keywords: Disparity, Equity, Female, Gender, Kentucky, Superintendents
Publication Number: 10785412
ISBN: 978-0-438-13286-3
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