Still climbing : gender and its effects on career development of women in educational leadership, 2024

Item — Call Number: MU Thesis Jab

Identifier: b7932063

Scope and Contents

From the Collection:

The collection consists of dissertations written by students enrolled in the Monmouth University graduate Educational Leadership program. The holdings are primarily bound print documents that were submitted in partial fulfillment of requirements for the Doctor of Education degree.

From the Collection:

During the fall 2022 semester (in instances where the requisite waivers were received from consenting student authors), the Monmouth University Library, together with the University's Graduate School and School of Education, began providing open access to select full-text digital versions of current theses and dissertations through links to the ProQuest Dissertations & Theses Global website in the Library's Online Public Access Catalog. Links to these open access digital publications can also be found in the "External Documents" section under any conforming titles that are listed among the holdings itemized in the collection inventory for this finding aid.

Dates

Creation: 2024

Creator

Jablonski, Lindsay T. (Lindsay Turner) (1986- ) (Author, Person)
George, William O., III (1963- ) (Thesis advisor, Person)
Mulvaney, Tracy, 1970- (Thesis advisor, Person)
Nathan, Pamela (Thesis advisor, Person)

Conditions Governing Access

The collection is open for research use. Access is by appointment only.

Research appointments are scheduled by the Monmouth University Library Archives Collections Manager (732-923-4526). A minimum of three days advance notice is required to arrange a research appointment for access to the collection.

Access to the collection is confined to the Monmouth University Library and is subject to patron policies approved by the Monmouth University Library.

Patrons must sign a completed Researcher Registration Form and provide appropriate identification to obtain access to the collection. Copies of these documents will be kept on file at the Monmouth University Library.

Full Extent

1 Items (print book) : 177 pages ; 8.5 x 11.0 inches (28 cm).

Language of Materials

English

Additional Description

Abstract

For over 100 years, women have strived to attain top district leadership positions. Despite constituting the majority of the education workforce, they remain a minority in executive roles. Research over the past thirty years highlights the need to understand why women face significant barriers to educational leadership. Building on Gupton and Slick’s seminal 1996 research, this study investigates how gender affects the career development of women administrators. A mixed methods explanatory sequential design was employed, adapting the original survey questionnaire and incorporating focus group interviews. Quantitative data analysis utilized chi-squared and Spearman's rho statistical methods, while qualitative data were subjected to inductive and deductive coding to identify frequencies and themes. The integration of quantitative and qualitative analyses provides a comprehensive exploration of New Jersey's women administrators' experiences and career development perceptions. Findings indicate that gender significantly impacts women administrators' career trajectories due to gender bias, discrimination, and cultural norms inherent in the hiring process and organizational systems. While support can mitigate these challenges, it does not eliminate all obstacles. Women exhibit resilience in pursuing leadership aspirations, navigating a system historically tailored to men. This underscores the need for systemic change and advocacy to support women's leadership across all sectors. This research offers insights for policymakers at federal and state levels, urging the establishment of standards to promote gender-inclusive leadership practices. Educational institutions and school boards should prioritize inclusive hiring practices and support mechanisms for aspiring leaders, fostering a more equitable landscape for women in educational leadership roles.

Keywords: Educational leadership, female school administrators, gender equity, institutional bias, mixed methods.

Partial Contents

Abstract -- Dedication -- Acknowlegments -- List of figures -- List of tables -- 1. Introduction -- 2. Review of literature -- 3. Methodology -- 4. Findings -- 5. Discussion -- References -- Appendices.