Perceptions of Balancing Educational Leadership and Gender Expectations: An Exploratory Case Study

Abstract

Although teaching is a female-dominated profession in Massachusetts, female-identifying educational leaders are underrepresented. In addition to being underrepresented, female leaders need to navigate the demands of their leadership role along with societal gender expectations. The purpose of this qualitative case study was to explore the perceptions and experiences of women in Title 1 urban school districts in Massachusetts in balancing leadership roles and societal gender expectations. The problem is a disparity in how women in Title 1 urban school districts in Massachusetts manage balancing leadership roles with societal gender expectations. Exploring the experiences of female educational leaders with gender bias, specifically in Title 1, urban school districts, can provide an understanding of why there is a lack of female leadership, and how district and state leaders can support female leaders in attaining and persisting in their leadership positions. This research drew on intersectionality and used a feminist leadership theory lens to examine the nuances of the female leadership experience. An exploratory case study design was used to survey and interview female educational leaders identified by purposive and snowball sampling within urban, Title 1 school districts in Massachusetts. Participants described their experience with gender bias in their roles and discussed balancing their leadership roles and societal gender expectations. Thematic analysis was used to analyze the data collected during this study. Results showed a lack of work-life balance and varying experiences with gender bias perceived to be the result of societal gender expectations.