In recent years, more and more women have bridged the gender gap in order to pursue careers in fields historically associated with men. At the same time, females have accounted for a growing percentage of college students nationwide.
However, even though women comprise an estimated 60% of college graduates today, they account for only about 16% of corporate executives. Approximately 76% of the 3.7 million public school teachers in the United States are women, but only about 50% of principals are women.
In addition, national statistics show that women are much more likely to lead elementary schools than secondary schools.
At the executive level, women accounted for about 24% of public school superintendents nationwide in 2010, according to a study by the American Association of School Administrators (AASA). That was up from 13.2% a decade earlier.
Despite that progress, women are still significantly under-represented in those leadership roles. A study done by AASA reported that 29% of women superintendents believe a glass ceiling stands in the way of opportunities for females to reach leadership positions in the educational field.
Numerous factors can be pinpointed for this gender gap in the nation’s school system, including: a shortage of role models; long-held societal stereotypes that place men in dominant leadership positions; work-life balance issues; and a hiring system that can make it difficult to identify and train excellent teachers to become principals.
So what measures can be taken in order to help women reach their professional goals in educational administration?
• Mentorship opportunities: Many women in leadership positions credit strong female mentorship as being one of the keys to their pursuit of an educational leadership position. Good mentors can provide support, encouragement, and links to opportunities that are often difficult to find on one’s own.
• Leadership training programs: These can be highly effective in helping women climb the ranks to administrative roles, especially programs that help them overcome any misperceptions about their leadership ability. Such programs can give women the opportunity to target and develop core competencies and other skills required for leadership.
• Advanced educational qualifications: Attaining a graduate degree, such as a Master of Science in Educational Administration, can provide teachers with the skills and knowledge required for leadership positions, and help them stand out among a crowd of applicants. The growing availability of 100% online degree programs means that busy professionals can pursue advanced educational qualifications while continuing to work.
• Support from home and beyond: A supportive circle of family, friends, and colleagues can make or break the pursuit of a successful career in educational leadership. Whether it’s redefining the usual gender roles for a few years or asking grandparents and neighbors to help out with childcare, support from partners, parents and others is critical.
• Drive and discipline: Pursuing a career in educational administration requires perseverance, flexibility, patience, and self-discipline. It means being willing to continue despite the hurdles that will inevitably arise. These qualities may be intangible but they are also invaluable – and the key to success.
For some women, engaging in just one of these measures may be the difference-maker in terms of positioning themselves for an educational leadership role. For others, two or more of the measures in combination may provide the stepping stone to success.
