Considering the Roles of Race and Gender in the Assignment of Public School Administrators

• In Event: Teacher and Administrator Hiring and Workforce Management

Abstract

Participants included Texas public school educators (N=76,244) who at any time between the 1995-96 and 2010-11 school years, held valid campus leadership certification. Using multinomial logistic regression and controlling for a variety of individual and campus characteristics, we model how an administratively-certified educator’s ethnicity and gender are related to their probability of being assigned to a campus leadership position. Findings show that ethnicity, gender, and their interactions have a statistically significant relationship with one’s odds of working in a campus leadership position. We also found that over the past decade, movement toward a more equitable workplace has leveled-off and significant inequities persist. The paper focuses on the social factors that may be behind these inequities.

Authors

• Bradley W. Davis, The University of Texas at Arlington

• Mark A. Gooden, The University of Texas - Austin