Gender Bias as a Contributing Factor to Impostor Phenomenon Among Female Educational Leaders

• In Event: Gender, Sexuality and Policy Dynamics in and Beyond the Workplace

Abstract

The purpose of this study was to explore the prevalence of impostor phenomenon (IP) among educational leaders in Alberta, Canada, and to examine the factors contributing to these experiences. Many female educational leaders reported experiencing gender bias, differing expectations, and limited mobility in leadership opportunities during this study. Data collection included a survey, open-ended questions, and interviews. Qualitative data from interview transcripts and open-ended survey items were analyzed using a two-cycle coding process (Saldaña, 2016). Findings indicated female educational leaders were significantly more likely to be affected by IP than their male counterparts. Gender bias was identified as one of the contributing factors. This study brings awareness of how gender bias impacts the experiences of impostor phenomenon among female leaders.

Authors

• Sharon Fischer, Self-employed

• Cathie Bush, Edmonton Public Schools

• Karen D. Gartner, Battle River School Division

• Camille Loken, Edmonton Public Schools