Profile of female Indiana school superintendents

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dc.contributor.advisor Kowalski, Theodore J. en_US
dc.contributor.author Stouder, Judy G. en_US
dc.coverage.spatial n-us-in en_US
dc.date.accessioned 2011-06-03T19:31:36Z
dc.date.available 2011-06-03T19:31:36Z
dc.date.created 1998 en_US
dc.date.issued 1998
dc.identifier LD2489.Z64 1998 .S76 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181215
dc.description.abstract The literature on female superintendents addresses both barriers and perceived characteristics and actions that facilitate career development. However, relatively little empirical evidence exists to verify the experiences of women who have reached this top-level position. This study examined the experiences and perceptions of females who were employed as school superintendents in Indiana during the 1996-97 school year.The population consisted of 15 females, 13 of whom (87%) agreed to participate. The purposes of the study were to determine (a) the population's demographic profile, (b) the extent to which common career barriers were experienced, (c) perceptions of the perceived difficulty associated with common barriers, (d) perceptions of positive characteristics, and (e) perceptions of positive career actions.The demographic profile indicates that these superintendents were highly qualified; 12 of the 13 had earned doctorates, and most had substantial experience as teachers and administrators prior to entering the superintendency. Not all attributed career planning to their success; some obtained their positions either because they were encouraged to become applicants or because they were given internal promotions.Findings indicated that three females had not encountered any barriers; three of the eight barriers were not encountered by any participants. No barriers were experienced by more than half of the population. Family responsibilities (cited by 46%) and gender discrimination (cited by 38%) were the most commonly cited. These barriers were also viewed as the most difficult; however, the effects of gender discrimination were seen as severe whereas the effects of family responsibilities were viewed as modest.Many characteristics and actions deemed positive in the literature were perceived to have been beneficial to the respondents' careers. All identified human interaction skills, effective leadership, quality of administrative experience, and self-confidence as highly important characteristics. All identified gaining visibility within the profession and gaining the support of family and friends as extremely influential tactics.Two distinct views of career development were identified: reliance on mentors and working within the system; reliance on independence, hard work, and tenacity. Respondents believed that they had to have better qualifications than their male counterparts to reach the superintendency.Recommendations for further study are included. en_US
dc.description.sponsorship Department of Educational Leadership
dc.format.extent xii, 117 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Women school superintendents -- Indiana. en_US
dc.subject.lcsh Career development. en_US
dc.title Profile of female Indiana school superintendents en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/1117113 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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