Experiences Of Women Leaders In Secondary Education: Negotiating Gender Scripts In An Age Of Accountability

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Leslie Atcher Alexander (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/
Audrey Dentith

Abstract: The purpose of this study was to understand the experiences of the women principals. Specifically, the research explored their understanding of gender scripts that exist in the discourse of secondary education and how these women accept, reject, or negotiate scripts in an effort to lead their high schools. A semi-structured interview with each participant allowed for information to be gathered regarding the lived experiences of each participant. Through this research and an analysis of each case, followed by a cross-case analysis, nine themes emerged: 1) expectation to be nurturing; 2) avoidance of appearing too emotional 3) expectations around appearance; 4) higher expectations for women principals; 5) feeling voiceless with male colleagues; 6) expectation to collaborate; 7) lack of credibility: 8) lack of support among faculty and staff and 9) lack of support from female faculty and staff. The findings of this study can be used by principal preparation programs as they work to prepare women principals to work in secondary leadership positions. In addition, the findings may be useful to district leaders as they work to place and support women leaders.

Additional Information

Alexander, L. (2018). "Experiences Of Women Leaders In Secondary Education: Negotiating Gender Scripts In An Age Of Accountability." Unpublished Doctoral Dissertation. Appalachian State University, Boone, NC.
Language: English
Date: 2018
Educational Leadership, Feminist Qualitative Study, Women High School Principals, Gender Scripts, Feminist Standpoint Theory

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