Female Superintendents of Color: Perspectives on Mentoring

• In Event: Pathways and Promise: The Struggles, Triumphs, and Everything In Between of Female Superintendents of Color

Abstract

Historically, women in education have been underrepresented in senior educational leadership roles despite making up the majority of teaching positions (Grogan & Miles Nash, 2021). As women aspire to these positions, and particularly the superintendency, they have had less access and thus, have filled these senior educational leadership at disproportionately low rates (Chase & Martin, 2021; Munoz et al., 2014). The disparate numbers of women of color in senior educational leadership positions are even greater. Several factors have been identified as barriers to women advancing in their careers, including gender bias, work-family balance, and the lack of mentoring (Smith, 2019). Women of color have additional challenges to overcome in their climb to the superintendent position, including a lack of access to relatable mentors (Chase & Martin, 2021; Munoz, 2014). This hermeneutical phenomenological study explored how women perceive mentorship influencing their attainment of the superintendent position, as well as their overall success in those positions. Grounded in Feminist Standpoint Theory (Harding, 2004) and Relational-Culture Theory (Lértora & Croffie, 2020), the study additionally examines varying mentorship relationships to establish how they may contribute to the overall success of women serving as superintendents.

This study involved 12 women superintendents in Southern California, with half identifying as women of color. The women confirmed that mentorship was instrumental in their success in achieving the position of superintendent. This finding supports studies stating that women leaders who engage in either formal or informal mentoring relationships may increase their access to the top positions and overall success upon attaining the position (Block, 2016; Gresham & Sampson, 2019; Munoz, 2014; Torney & Diehn, 2018).

The participants indicated a preference for mentoring relationships with other women and reported that these relationships provided significant professional and personal value. This reflects multiple studies that indicate leaders are more than likely to receive mentoring from a same gender mentor because of relatability (Bailey et al., 2016; Torney & Diehn, 2018; Robinson et al., 2017; Wallace, 2015).

The guidance and support the participants received from their mentors helped them to understand the responsibilities of the various leadership positions throughout their careers. In addition to acquiring technical knowledge relevant to their roles, the women developed essential leadership skills that contributed to their professional advancement, including psychosocial support. The literature suggests that psychosocial support heightens the sense of identity and effectiveness in a professional role (Kao et al., 2014).

It was determined that the women superintendents believe there is value in mentoring, they experience developmental shifts in mentoring, and they experience differences in mentoring according to the gender of the mentor. Interestingly, the mentoring relationships that formed were primarily informal due to the dearth of formal systems of mentorship, highlighting the need for an increase in mentoring programs offered by Districts, professional organizations, and colleges/universities.

Author

• Teenya Bishop, Alvord Unified School District