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Educational administration is a field of study that trains educators to lead school districts and individual schools. Elementary, middle/junior, and high schools are usually led by administrators referred to as principals or head teachers. Although the teaching ranks consist mostly of women, school administrators have historically been men. However, in the last two decades, the principal ranks have grown to include increasing numbers of women.

Although many scholars and practitioners praise modern trends and consequent changes in the cadre of school administrators, they are also quick to point out the need for continued transformation within the educational administration profession. Because principals and head teachers are usually chosen from the teaching ranks, it is important to examine the make-up of and attitudes about the teaching profession. In addition, it is vital to study the higher education programs that prepare male and female teachers to become state-certified school administrators.

The Gendering of Teachers and Leaders

Since the 1800s, teaching has been viewed as women's work because of the supposed inherent female qualities that engendered women as the appropriate people to work with children. Even today, teaching-especially in the field of early childhood-is viewed by some as an extension of women's natural parenting roles. Conversely, school administration has been viewed by many as men's work because our culture has historically viewed men as natural leaders. Thus, a paradox emerged and has continued for over 200 years: Most teachers are women, and most principals, who are recruited from the teaching ranks, are men. As a consequence, the ratio of female to male school leaders has been severely imbalanced for most of education's history.

During modern times, American schools have increased in size and become more complex. Likewise, school district governance structures have also grown in size and complexity. Since 2000, educational administration researchers such as Catherine Marshall, Linda Skrla, and Michelle Young have documented numerous accounts of sexual harassment and discrimination against women in educational administration. The difficulties women face in the educational administration field increase in severity in parallel with each level that is examined within the hierarchy of school district governance. For example, women in the education ranks represent four-fifths of teachers, one-half of elementary school principals, one-quarter of secondary school principals, and one-tenth of school district superintendents.

Educational Leadership Preparation Programs

Researchers examined the educational leadership preparation programs in universities and colleges and found that at least one-half of all educational administration students are women. In turn, this means most school districts have relatively equal numbers of women and men from which to choose principals, superintendents, and other management positions within the school district hierarchy. At the same time, the current political environment is sated with accounts of the disappearing principal and the fact that we just don't have enough principal candidates to take their places. Some researchers argue that discussions about the principal shortage ignore gender discrimination as a related issue. The belief is that there are suitable female candidates to choose from among the teaching ranks: If school district hierarchy were more open to hiring women as leaders of adults-rather than just teachers of children-the principal shortage might be alleviated to a considerable degree.

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