Abstract

When examining the modern-day gender distribution of the American K-12 public school district superintendent role, women remain underrepresented at 26.7% (Tienken, 2021). Based on the model of superintendents ascending from the teacher and principal workforce, the educational pipeline is robust, with 77% female teachers and 56% female principals (Irwin et al., 2023; National Center for Education Statistics, 2023). Factors preventing a higher percentage of female teachers from attaining the superintendency are unknown, and there is a need for a better understanding of the barriers female educators face as aspiring superintendents. California is second in the U.S. for female superintendent representation, with 45% of women in the role during the 2023-24 school year (California Department of Education, 2023; White, 2023). Therefore, this qualitative phenomenological study conducted semi-structured interviews with 11 California female K-12 superintendents to explore their lived experiences and document their career pathways from classroom teacher to superintendent. Utilizing Lave and Wenger’s (1991) theory of situated learning and subsequent framework of communities of practice, research questions were designed to identify influential support mechanisms, including sponsorship and mentorship, and barriers the women experienced while ascending to the superintendency. Overall findings included (a) connecting and learning with others, (b) the importance of networks and mentors, (c) an insider pathway to the superintendency, (d) the presence of societal bias, (e) the challenges of educator retention and being underestimated, (f) self-imposed barriers, (g) access to opportunities, power and influence as benefits of mentorship and sponsorship, (h) professional growth and leadership development, (i) industry conferences and data consumption as a means of ongoing development, and (j) the critical need for personal systems of support. Conclusions supported were (a) participation in professional networks to connect and learn with xii others, (b) the persistence of societal perceptions and bias, (c) lack of recognition and having one’s competence underestimated as barriers for aspiring female superintendents, (d) the power of mentorship and sponsorship, and (e) use of social learning spaces for growth and development. Finally, the study provided recommendations to improve female superintendent representation, enhance administrative credentialing curricula, create superintendent induction programs with job-embedded professional learning, and expand national research.

Library of Congress Subject Headings

Women school superintendents—California; Educational leadership—California; Women in education—California

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Dawn Hendricks

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