Bureaucratic, Leadership, and Workforce Representation among Female Administrators, Principals, Assistant Principals, and Classroom Teachers In U.S. School Districts, 2002-2008
BRINCK KERR, GRACE RUSK KERR and WILL MILLER
PAQ, Vol. 38 No. 3, (2014)
Our analysis represents the first attempt by scholars to link school district teacher, principal, and administration gender composition to a measure of school district new hires to assess progress towards gender-based representation. This research also develops ratios with which to explore the probable employment pipeline for placing women in administrative positions. We use a newly available data set compiled by the U. S. Equal Employment Opportunity Commission (EEOC) to answer several research questions. What is the gender composition of administrative, principal, assistant principal, and classroom teacher jobs in U. S. school districts? What are the levels of women’s underrepresentation or overrepresentation in the areas of leadership representation and workforce representation? Are male-dominated school districts, based on the new hires record, making progress towards representational parity for women at the administrator and principal levels? The findings, based on analysis of a national data set with up to 6552 school districts from 2002 through 2008, indicate that levels of bureaucratic, leadership, and workforce representation for women have increased over time, but as late as 2008, parity had not been reached on any of these measures of representation in administrative, principal, and assistant principal jobs. Furthermore, large numbers of school districts employ no women in administrative, principal, and/or assistant principal positions—and school districts with disproportionately male administrative workforces, on average, are making little progress towards achieving representational parity for women in administrator and principal positions.
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