Differences in Superintendents' Engagement in State Education Policy Making Across Gender

• In Event: Research on the Superintendency SIG Paper Session

Abstract

Through the lens of new localism and the critical feminist theories of gendered bureaucratic ambition and feminist institutionalism, this study draws on data from a national survey of superintendents to explore (a) if and how superintendents engage with state education policymakers and participate in education policy processes and (b) if and how superintendent engagement in state education policy processes varies by gender. I find that while nearly all superintendents believe it is important to be engaged in state education policy processes, engagement is relatively low, and there are differences in engagement with certain policymaking bodies across gender. Finally, most superintendents do not feel their training prepared them to engage in policy processes. Perceptions of training related to policy differed across gender.

Author

• Rachel Sue White, University of Tennessee