Gender, Career Paths, and Bureaucratic Ambition in Public Schools

• In Event: 44.027 - Gender and Racial Identity Influences on Leadership Behavior and Choice

Abstract

This research proposes that educational opportunity is a result of administrator career paths. The gendered dimension of school administration, which encourages women to pursue the role of teachers while men are sought for management, may lead to marked biases in the policy agendas pursued by superintendents. Using three distinct datasets, this research reports that elementary and female teachers are promoted more slowly than secondary, male teachers. In addition, female and elementary principals are less likely to report seeking promotion for superintendent. We suggest that because principals and superintendents have enormous power over public schools, this will affect the success of education reforms and future administrative practices.

Authors

• Robert A. Maranto, University of Arkansas

• Manuel Teodoro, Texas A&M University - College Station

• Kristen Carroll, Texas A&M University - College Station

• Albert Cheng, University of Arkansas at Fayetteville