Dissertation Defense Announcement Ed.D. Program: Jill Dobrowansky “‘Breaking Barriers: A Qualitative Study of Women Superintendents’ Pathways and Leadership in New Jersey”

Despite decades of efforts to address gender inequality, women are still less likely to be school superintendents. In New Jersey, of the 681 superintendents, only 36% are women. Yet, women leaders in these positions are essential because they serve as role models to young girls, bring unique perspectives, and offer an inclusive decision-making approach to leadership (Eagly & Carli, 2003; Kelan, 2023).

Drawing on feminism and leadership theory, this qualitative interview study sought to learn from 13 women leaders about their pathways to the superintendency and how they approached leading a district. An in-depth, two-phase interview process examined how gender and race mediated women’s experiences as superintendents.

This study found that regardless of background, it took longer for women to ascend to the position of superintendent, requiring them to move through a range of school leadership positions. Participants reported conforming to patriarchal beliefs about what a leader looks and acts like, changing how they spoke, moved, and dressed to be seen as capable of being a district leader. They also prioritized collaboration and shared responsibility with their staff members to meet the needs of their students. Black and Latina female superintendents faced more barriers than their White female counterparts in being and becoming superintendents. They described their leadership as a calling to improve the outcomes for students of color.

The findings of this study suggest that leadership networks need to be developed for women leaders to support their professional growth and the advancement of future female superintendents. A well-connected network of women in leadership could be a powerful platform for sharing strategies, addressing challenges, and collectively navigating systemic barriers that have historically limited women’s access to the superintendency. Leadership preparatory programs must intentionally design curricula and initiatives that recognize and integrate women’s unique perspectives and experiences.

Keywords: female educational leadership, gender, patriarchy, qualitative study