Women secondary principals in Texas 1998 and 2011: movement toward equity
| Pages | 705-727 |
| Published date | 09 August 2013 |
| Date | 09 August 2013 |
| DOI | https://doi.org/10.1108/JEA-03-2012-0036 |
| Author | Jean C. Marczynski,Gordon S. Gates |
| Subject Matter | Education |
Women secondary principals
in Texas 1998 and 2011:
movement toward equity
Jean C. Marczynski
West Valley School District, Spokane, Washington, USA, and
Gordon S. Gates
Educational Leadership and Counselling Psychology,
Washington State University, Spokane, Washington, USA
Abstract
Purpose – The purpose of this paper is to analyze data gathered in 1998 and 2011 from representative
samples of women secondary school principals in Texas to identify differences in personal,
professional, leadership, and school characteristics.
Design/methodology/approach – Two proportionate, random samples were drawn of women
secondary principals 13 years apart. The Texas Education Directory provided the sampling frame and
school data were downloaded from the Public Education Information Management System. Princip als
were sent surveys including measures of situational and distributed leadership as well as
demographic questions. Response rates of 65 percent and 42 percent were achieved on the 1998 and
2011 surveys respectively.
Findings – While the percentage of secondary schools led by women principals shows little change
and is similar to previous research, a more nuanced examination of these women and their schools
evidences progress. The diversity for women administrators has increased and women are mo re likely
to hold positions in urban schools. Years of teaching experience has decreased and women appear to
be entering the profession at a younger age. Change on both variables reflects averages for male
principals. Leadership scores indicated lower adaptability and more directive styles for women in
2011; however, scores on the Distributed Leadership Inventory were high.
Originality/value – Schools led by women in 2011 possessed a larger proportion of students of
poverty but no differences were noted in school enrollment or student passing rates on accountability
tests. The authors encourage districts to continue fair hiring policies and argue women have become
more competitive for the large urban high school principalships.
Keywords Principals, Women, Situational leadership, Distributed leadership,
United States of America
Paper type Research p aper
The low percentage of women principals at the secondary level (i.e. senior and high
schools) in the USA has remained relatively unchanged for the p ast decade (Eckman,
2004; Loder, 2005; Kruger, 2008), in spite of the large quantity of literature available
that speaks in support of the ability of women to be strong leaders (Barker, 2001;
Brunner and Grogan, 2007; Christman and McClellan, 2008; Curley, 2007; Eagly and
Carli, 2007; Kruger, 2008; Robinson and Lipman- Blumen, 2003; Roser et al., 2009;
Shakeshaft et al., 1991). The underrepresentation of women in secondary school
administration is an international phenomenon as well (Kaparou and Bush, 2007;
Macha and Bauer, 2009; Moreau et al., 2007). Researchers also find, however, that
“There is now a general belief that equity issues for women are no longer a problem”
(Coleman, 2005, p. 16). Perhaps some of this perception occurs as women have fared
better in obtaining management positions in the business world than in education
(Sherman et al., 2008). Beliefs about improvement in gender equity are not without
The current issue and full text archive of this journal is available at
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Received 26 March 2012
Revised30June2012
17 August 2012
4 September 2012
Accepted 17 September2012
Journal of Educational
Administration
Vol.51 No. 5, 2013
pp. 705-727
rEmeraldGroup Publishing Limited
0957-8234
DOI 10.1108/JEA-03-2012-0036
705
Women
secondary
principals
support as many studies substantiate prog ress since civil rights policies and initiatives
were enacted (Stainback and Tomaskovic-Devey, 2009).
Even though institution of fair hiring practices and awareness of civil rights is
greater now than it has been in the p ast, women as education leaders continue to face
an assortment of barriers (Berry and Beach, 2006; Brock, 2008; Grogan, 1999; Shields,
2003; Tallerico and Blount, 2004; Weber et al., 1981; Young, 2005). For example, women
tend to be hired into leadership positions and promoted at later ages, with more
experience and with more education than men (Roser et al., 2009; Shakeshaft et al.,
1991). The increased time as classroom teachers may partly explain findings that
women principals ten d to be better instruct ional leaders and that on ce in
administrative positions they focus more on teaching and curriculum than their
male counterparts. In addition to delayed hiring as administrators, women are found to
experience fewer networking and mentoring opp ortunities than men (Sherman et al.,
2008). Reduced access to socialization opportunities is especially significant fo r women
who aspire to the superintendency, since these are viewed as critical elements in
acquiring and maintaining the position (Ortiz, 1982).
Scholarly interest in affirmative action and employment trends has grown since
2003, partly in response to assessments that earlier studies possessed limitations due
to insufficient data (Shakeshaft, 1989) and partly due to the Supreme Court’s decision
regarding the University of Michigan’s admission procedures (Crosby et al., 2006).
Researchers are interested in identifying the efficacy of affirmative action programs
and related strategies that are intended to diminish or counte r prejudicial attitudes and
chauvinistic practices. Kalev et al. (2006) examined federal data taken on the private
sector from 1971 to 2002 and concluded:
Broadly speaking, our findings suggest that although inequality in attainment at work may be
rooted in managerial bias and the social isolation of women and minorities, the best hope for
remedying it may lie in practices that assign organizational responsibility for change [y]
Structures that embed accountability,autho rity, and expertise (affirmative action plans, diversity
committeesand taskforces,diversity managers and departments)are the most effective means of
increasing the proportions of white women, black women and black men in private sector
management [y]. Practices that target managerial bias through feedback (diversity evaluation)
and education (diversity training) show virtually no effect in the aggregate (p. 611).
In education, Mertz (2006) analyzed administra tor employment data from 1972 to 2002
for the 50 largest urban school districts in the USA. She found a significant reduction in
the gender gap in all positions except for that of the superintendent. Mertz attributed this
outcome to be the result of differences in hiring processes between superintendents and
other administrators. It isworth noting that whilethe imbalance in the proportion of men
to women high school principals had grown smaller during this period time, it remained
substantial with women holding 41 percent of these positions in urban districts.
Previous studies have shown that gender inequity is neither evident nor concer ning
given low numbers or percentages alone, but is manifest and substantive given the
ways underrepresentation impacts norms, values, and beliefs both social and
organizational. Researchers provide compelling arguments about how the lack of
representation of women in managerial positions influences such diverse issues as who
people think can lead organizations to how those who lead are rewarded (Eagly, 2007;
Gollnick and Chinn, 2002; Kanter, 1977). Researchers are interested in observing
indicators of cultural change such as new norms, modification of attitudes, and other
related adaptations in social phenomena. Noting the implication of this research
given increased access to positions in school administration, Mertz (2006) called fo r
706
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