The glass ceiling between the classroom and the superintendent’s office was once impenetrable for female educators. After years of chipping away, female leaders have finally carved out the cracks to climb through and land the roles we worked so hard to attain.
However, even today, once we reach the pinnacle of our careers, it doesn’t always look the way we pictured. Gender stereotypes, implicit bias and that all-too-familiar good old boys club can undermine our accomplishments and expertise.
Women continue to be handed the proverbial pen and pad to take notes while others in the room do the talking. Instead of leading meetings, we’re expected to schedule them. We’re considered the nurturers, better suited for roles that require care and support, but not necessarily for high-stakes, decision-making roles.
School communications: Why leaders have a big, new priority
It’s not surprising many female administrators struggle with imposter syndrome, doubting their qualifications or their right to leadership roles.
Female superintendents are a powerful force to move our districts forward. By amplifying our collective voices, reshaping diversity and inclusion policies, and championing our fellow women, we can claim our space and be recognized as the formidable leaders we are.
Here are just a few ways school districts and women in leadership roles can work together to create a more inclusive environment for tomorrow’s incredible female administrators:
1. Stand up against implicit biases and microaggressions
When I stepped into an assistant principal role for the first time, I joined a team of all-male leaders. Even though I was warmly accepted into the circle, I was expected to follow a stereotypical division of tasks. I was handed the paperwork while my co-workers handled student issues and school operations.
As I’ve moved up the ranks, finding my voice was the only way to change the narrative. I stood up against work delegation imbalances, challenged the “harmless” little quips that disrespected my position, and offered a chair at the table to every woman who came up behind me.
As a female in a male-dominated world, the emotional labor of educating others on how to create more inclusive and equitable workplaces is outside of our job duties. It’s even more challenging for women of color, LGBTQ+ individuals, and other marginalized groups.
However, standing up for yourself can shift an organization’s entire culture. As researchers from the American Psychological Association explained, “Female representation is not merely an end, but also a means to systematically change insidious gender stereotypes and overcome the trade-off between women being perceived as either competent or likeable.”
2. Strike a better work-life balance for all
Women face more societal pressure to balance work and family responsibilities. The lack of parental leave, flexible working hours and clear after-hours boundaries make it harder for female educators to progress in their careers.
At the same time, men are seen as more readily available to take on leadership roles, giving them an immediate advantage in the hiring process. In a study by Pew Research Center, 26% of women say family responsibilities are a major reason women are not promoted to or hired for top leadership positions.
When districts implement family-friendly policies and administrators lead by example with balanced behaviors, they create a clear pathway for women to advance to the higher roles they’ve worked toward.
3. Build up a network of support for female leaders
Women have less access to informal networks of power and influence, which can hinder their ability to climb the district ladder. For instance, when I was an assistant principal, decisions were often made when I wasn’t in the room—in particular, at college football games where my male co-workers would hang out together on the weekends.
Even though the invite oversight was never malicious or intentional on their part, it impacted my ability to connect with them professionally on Monday mornings.
As female leaders, we need to find our own support systems that lift up all women in education. Female-centered programs like the American Council on Education Women’s Network, for instance, offer leadership development and training programs as well as networking opportunities, while summits and retreats hosted by the Oregon Association of Education Service District allow for collaboration between local service district leaders.
In addition, when female leaders mentor aspiring administrators, they empower educators to take the next step in their careers and guide them around obstacles that continue to block the path to leadership. Mentorships can be developed through formal district leadership programs and evolve organically through relationships built between teachers and administrators.
Today, 77% of teachers are women, yet we only make up 30% of superintendents and 55% of principals. If we do step into a leadership role, we are more likely to leave our positions due to ongoing gender bias, unrealistic expectations and work-life challenges.
Because our students benefit by having role models that look like them in positions of authority, we have to find ways to overcome ongoing challenges. And just as important, find allies—both female and male—to help us break them down for the next generation of women.
