Retaining Women in the Superintendency: The Location Matters

Tallerico, Marilyn; Burstyn, Joan N.

doi:10.1177/0013161x960321004

Cited by 42 publications

(59 citation statements)

References 10 publications

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“…Tallerico and Burstyn's (1996) analysis of national data corroborated earlier findings of Yeakey, Johnston, and Adkison (1986) and Bell (1988) that women disproportionately occupy superintendencies in the smallest and least desirable school districts. Examples of ghettoization as marginalization are provided by research into the contexts of women's superintendencies in the 1970s, 1980s, and early 1990s.…”

Section: Ghettoizationsupporting

confidence: 79%

Women and the Superintendency: Insights From Theory and History

Tallerico

Blount

2004

Educational Administration Quarterly

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This article examines 20th-century longitudinal data on the American superintendency's composition by sex. The authors analyze and discuss those data in the light of occupational sex segregation theory to illuminate complexities associated with women's inroads into historically male work. The authors' overarching purpose is to deepen understanding of the contemporary superintendency by building on historical and feminist scholarship, situating findings in their social contexts, and considering possibilities for the future.

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Section: Ghettoizationsupporting

confidence: 79%

Women and the Superintendency: Insights From Theory and History

Tallerico

Blount

2004

Educational Administration Quarterly

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“…Studies have also shown that f running a small, rural superintendency where the expectation of wearing many hats is perceived to be more stressful than leading a larger district which has more support systems, and is another reason why superintendents decide to leave (Czaja & Harman, 1997;Freese, 2003;Grady & Bryant, 1988;Tallerico & Burstyn, 1996). As Freese (2003) explains, the exit is often due to the combination of both positional pressures and personal stress.…”

Section: Stress In Superintendencymentioning

confidence: 99%

Superintendent Stress and Superintendent Health: A National Study

Robinson¹,

Shakeshaft²

2016

JEHD

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Descriptions of the superintendency often highlight the pressure involved with being CEO of a complicated enterprise, responsible for millions of dollars, and multitudes of employees, at a time when districts are under added scrutiny. Stress has been proven repeatedly to effect worker health (Beehr & Newman, 1978; Cheng, et al., 2012; Hobson, Delunas, & Kesic, 2001). While there has been considerable research highlighting jobrelated stress in the public sector (Bacchus, 2008; Galanakis, et al., 2009; Monesh & Patil, 2012; Snapp, 1990), fewer studies have focused on education in general. The purpose of this study was to conduct a national survey in order to expand on previous research on stress in the superintendency by addressing the link between the superintendents' levels of stress and their health and well-being.

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“…The phenomenon of women's exit from the superintendency has been studied by others (e.g., Allen, 1996;Beekley, 1994;Tallerico & Burstyn, 1996;Tallerico et al, 1993) and, thus, was not the focus of our work. Instead, former superintendents were chosen rather than currently practicing ones because we felt it was likely that they would be able to talk more freely about their experiences.…”

Section: Participants and Study Contextmentioning

confidence: 99%

“…Recently, studies designed to move beyond traditional paradigms to reach more informed understandings about women's work lives as superintendents have begun to appear in the literature (e.g., Beekley, 1994;Bell, 1995;Bell & Chase, 1993;Brunner, 1994Brunner, , 1997Brunner, , 1998bChase, 1995;Grogan, 1996;Skrla, 1998;Tallerico & Burstyn, 1996;Tallerico, Burstyn, & Poole, 1993). It should not be surprising, however, that additional barriers to gaining insight to women superintendents' experiences from their own viewpoints have emerged in these studies.…”

Section: Skrla Et Al / Women Superintendents Speak 47mentioning

confidence: 99%

Sexism, Silence, and Solutions: Women Superintendents Speak Up and Speak Out

Skrla¹,

Reyes²,

Scheurich³

2000

Educational Administration Quarterly

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Women as a group continue to be underrepresented in the ranks of American public school superintendents. Since the mid-1970s, researchers have attempted to account for the continued domination of the public school superintendency by men, but even in research that has moved beyond traditional paradigms, barriers to gaining insight into women superintendents' experiences from their own viewpoints have persisted. The qualitative case study on which this article is based was designed to break down some of those barriers by using a participatory research design that included the women participants' own analyses of their experiences and that explored their proposed solutions for the problems surrounding their inequitable treatment. The authors discuss three interrelated parts of the study results-the sexism that is part of the culture of the superintendency, the silence of the educational administration profession about women superintendents'discriminatory experiences, and the study participants'proposed solutions for the problems of sexism and silence.Until we have . . . a literature from the silenced, we will probably not have a full critique of the social order from their perspectives. Nor will we have their proposed solutions, or the means of sharing their daily worlds.- Lincoln (1993, p. 44) The development of an activist discourse among female public school superintendents depends on structural conditions and discursive possibilities that do not exist in these women's professional lives (Chase, 1995). For example, Susan Chase reported that the women she and Colleen Bell interviewed for their study of the work lives of women superintendents had 44 Downloaded from difficulty integrating talk about their individual struggles for equality with their narratives about professional work. Chase attributed this "discursive disjunction" for her participants to the ideological character of conventional practices in educational administration. That is, in a profession in which men and masculinity set the standards for what is valued, women superintendents, visible and isolated members of an underrepresented minority group, are pressured to "de-feminize," or disaffiliate from other women, in order to prove themselves as professionals (Bell, 1995). This disaffiliation inhibits the development of pro-equity discourse. In other words, because the feminist discourse of social change continues to receive a hostile hearing in the world of educational administration (Chase, 1995), women superintendents who want to succeed stay silent about systemic problems of inequality.Parallel to the silence that exists at the individual level for women superintendents is the larger silence of the educational administration profession about the discrimination these women face. criticized educational administration for its disinterest in examining and challenging inequalities within the profession, even though the numbers alone tell the story of the particular inequality represented by women in the superintendency. The percentage of American sc...

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Retaining Women in the Superintendency: The Location Matters

Cited by 42 publications

References 10 publications

Women and the Superintendency: Insights From Theory and History

Women and the Superintendency: Insights From Theory and History

Superintendent Stress and Superintendent Health: A National Study

Sexism, Silence, and Solutions: Women Superintendents Speak Up and Speak Out

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