The Journey to Leadership: A Phenomenological Study of the Lived Experiences of Six Women in K-12 School Administration

It is essential for leaders to establish trust in order to cultivate relationships and drive positive change within their organizations. Men and women leaders experience challenges; however, women often face the additional obstacle of bias due to gender role stereotypes in the workplace. This bias can limit opportunities for professional growth. Research suggests that women in supervisory roles are often perceived negatively when their leadership style is not consistent with the expectations of their colleagues and colleagues. Women in male-dominated fields and positions are often vulnerable to a phenomenon referred to as a double bind, or lose-lose situation, when they are harshly criticized for demonstrating traits perceived as overly masculine or feminine. The purpose of this phenomenological study was to describe the influence of gender role stereotypes on attitudes toward, and perceptions of, women in leadership. The study also aimed to explore the internal and environmental factors that influence the development of leader identity and response of women who aspire to become school superintendents. The researcher furthermore, sought to identify strategies that will foster self-confidence and perseverance among women who encounter bias and gender role stereotypes early in their careers, irrespective of their aspirations toward leadership. Literature pertaining to leadership styles, gender role stereotypes, and the ways in which women demonstrate leadership served as the research foundation for this study. A phenomenological approach was employed; data collection involved semi-structured individual interviews and subsequent conversations for the purpose of member checking with six women in school leadership positions. The researcher manually completed transcribing and first and second cycle coding, and used values coding to identify the attitudes and perceptions of the participants. Emerging themes and sub-themes were organized in a graphic representation, or thematic network. The participants described the women and men who provided support, encouragement, and mentoring during their professional journeys. Although the participants used different terms when describing their leadership styles, they shared many common traits and values, including collaborative decision-making and student-centered practices. Each participant either personally encountered or witnessed gender bias in the workplace to some extent, and many examples involved the mistreatment of women by other women. Recommendations for action include the implementation of mentoring programs with affinity groups to provide a network of support for early-career women leaders. Recommendations for further research include exploring the intersectionality of race and gender through the lens of women of color who aspire to school leadership positions.Ed.D., Educational Leadership and Management -- Drexel University, 201