Browsing by Subject "Women superintendents"

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Latina superintendents : a phenomenological study of superintendent-board relations
(2011-05) Tamez, Adriana Elva; Olivárez, Rubén
This study considered how being Latina, and all the variables inherent in gender and ethnicity intersect when a Latina is a public school district superintendent in Texas; specifically, how a Latina superintendent effectuates meaningful and productive superintendent-board relations. The study employed a phenomenological approach, and utilized semi-structured interviews, collection of artifacts, researcher observations, and a board of education member survey. Through the interpretivist paradigm, elements of gender role theory permeated the study. The notion of the glass ceiling as a barrier that women seeking executive level positions, such as the superintendency, emerged from the discourse of the study. Findings suggest that where professional skills, knowledge, and abilities are concerned there is no gender difference; however, the ability for women to be equally considered for executive level positions, such as the superintendency, suggests that disparity in practice continues to exist. Women are challenged to be equally considered for the superintendency. While women carry a presumably different challenge to balance work and family, the findings suggest that those who have attained the superintendency were able to thrive amidst this challenge. The study also suggests that the three Latina superintendent study participants' practices in developing and maintaining effective superintendent-board relations sustained prior research in this regard. Where superintendents are strategic and purposeful in their efforts to develop and maintain effective superintendent-board relations, they thrive. In contrast, where superintendents are not strategic and purposeful in their efforts to develop and maintain effective superintendent-board relations, the superintendent's tenure is abbreviated.
Superintendency aspirations of superintendent-qualified women administrators
(2020-09-11) Morris-Kuentz, Holly E.; Jabbar, Huriya; Bukoski, Beth Em; Holme, Jennifer; Reyna, Sylvia
A known gender gap exists in the rates of women attaining the superintendency. Research conducted on the gender disparity in the superintendency notes men aspire and persist to become superintendents with greater frequency than women (Muñoz, Pankake, Ramalho, Mills, & Simonsson, 2014). Women persist to achieve the superintendency with meaningful support, such as a mentor and strong professional networks that include gatekeepers (Brunner, 1998; Bynum, 2015; Howard et al., 2017; Key, Thomas, Hunter, Morote, & Tatum, 2015; Sherman, Muñoz, & Pankake, 2008; Skrla et al., 2000). However, most previous work focuses on the voices of women by including those who achieve the superintendency. As a result, a gap exists in understanding the voices of the women who do not aspire to the superintendency or who at one time may have aspired to the position but ultimately did not become a superintendent. This qualitative study uses a phenomenological approach to focus on the lived experiences of superintendent-qualified women candidates and explores the women’s aspirations to be superintendents in Texas public schools. This study intends to provide insight into the underrepresentation of women in the superintendency by exploring the influencing experiences and challenges that affect the aspirations of superintendent-qualified women administrators. Identifying the perceptions and aspirations of superintendent-qualified women candidates yet to achieve the position will support research on how to foster more women applicants. The findings may serve to inform multiple stakeholders, including superintendency preparation programs, hiring boards and search firms, and, most of all, women administrators.
Texas female superintendents' self perception of their preferred leadership styles
(2012-08) McCool, Lisa Ann; Ovando, Martha N., 1954-; Olivarez, Ruben; Cantu, Norma; Evans, Barbara; Gillum, Ted
The purpose of this study was to examine the self-perception of leadership styles of practicing female superintendents in Texas and how their preferred leadership style affected their performance. The study posed the following questions:(1) What are the preferred leadership styles of the practicing female superintendents in Texas as measured by Bolman & Deal’s (2003) four frames of leadership? (2) What are the predominant behaviors that female superintendents in Texas identify within each frame of leadership? (3) How do the preferred leadership styles and behaviors influence the superintendents’ every day performance? This study was relied on a mixed method approach, quantitative and qualitative. The quantitative component involved surveying 50 female superintendents, using the Leadership Orientations (Self-Report) survey (Bolman & Deal, 1990). The qualitative component included a semi-structured interview which asked follow up questions with six selected female superintendents (two from rural, two from suburban, and two from urban districts) who consented to the interview regarding the influence of their leadership preferences. The findings suggest participants’ preferred leadership style relates to the Human Resource frame which include: being an inspirational leader, utilizing interpersonal skills, making good decisions; as well as, coaching and developing people. Findings also suggest that predominant behaviors include: supporting others, building trusting relationships through collaboration, and being participative. The preferred leadership styles and behaviors’ influence on female superintendents’ everyday performance resulted in embracing collaboration, being transparent, sharing a vision, being passionate, and building trusting relationships. Additionally, beliefs and behaviors that lead to success include: being honest, depersonalize the situations, education makes a difference, adopt flexibility, and power to make decisions. The characteristics that lead to success are: being spiritual, being organized, being committed, and willing to help others. Furthermore, the following advice was offered: learn to cope with high level of visibility, become knowledgeable of the district’s needs and characteristics, and develop a professional image. Finally, implications for aspiring female superintendents, superintendent preparation programs and school boards members are also presented.