Education has historically been dominated by women, while those in leadership positions are male. Women are acutely underrepresented in the top position in public school districts across the nation. There is consistent evidence supporting that women often encounter both explicit and implicit barriers hindering their trajectory and growth to a superintendency role.

This qualitative study explored the impact of mentoring and networking on the career trajectories of women superintendents in P–12 public school districts in New Jersey. Through in-depth, open-ended interviews with 12 female superintendents, the study investigated how personal experiences with mentoring and networking have influenced their career development and success. The findings revealed that mentoring relationships provide critical guidance, support, and encouragement, which are essential for exposing women to leadership opportunities and facilitating their rise to superintendent positions. The study highlighted the significance of mutual trust in mentor–mentee relationships, enabling honest and open communication that fosters professional growth.

Additionally, the research underscored the vital role of professional networking in combating the isolation and loneliness often associated with the superintendent position. These networks offer a platform for collaboration, peer support, and professional development, contributing to job satisfaction and sustainability. The study also confirmed the persistent impact of gender norms on women’s career progression, identifying both internal and external obstacles unique to female educational leaders. This study highlighted the necessity of targeted support systems to promote gender equity in educational leadership and empower more women to achieve and sustain the highest-level leadership role in a public school district.

Keywords: Equity; Gender; Mentoring; Networking; Superintendent; Women in leadership