Who Gets to Lead? Policy, Systemic Barriers, and Leadership Norms in Education

This phenomenological qualitative study investigated the underrepresentation of women and racially marginalized individuals in the superintendent position, the highest leadership position within K-12 public education. The superintendent position has been overwhelmingly represented by males, even though women were the majority of the teaching workforce. Grounded by institutional theory and viewed through a phenomenological lens, I examined how organizational norms, hiring practices, and access to mentorship contributed to and upheld systemic barriers to the superintendent position. Through exploring the interpreted lived experiences of current female superintendents across public school districts that reflected the national patterns, this research addressed the disparities in leadership pathways. Institutional theory offered a lens for examining how established leadership pathways replicated hiring patterns and reinforced systemic barriers. Using phenomenological research, the study revealed how historical norms, biases, and structural inequities impacted the advancement of diverse leaders into high-level positions. By understanding the experiences of sitting female superintendents from public school districts, I propose actionable, evidence-based strategies, including mentorship programs, transparent hiring practices, and leadership development targeted to underrepresented individuals. The findings aimed to inform school district policy reforms and reshape institutional practices that continue inequities, resulting in a more inclusive and effective educational leadership career pathway.