Journal of Texas Women School Executives; Volume 7, Issue 1

Women Superintendent's Perspectives Leading During Challenging Times Dr. Kathryn Washington, Lamar University Dr. Kelly Brown, Lamar University Dr. Janice Taylor, Prairie View A&M Dr. Sharon Ross, Tarleton State University Introduction During the coronavirus pandemic, schools have been impacted in a way that no one could have possibly imagined. Educational leaders had to navigate how to respond to meet the needs of stakeholders not only amidst a global pandemic, but also an economic crisis and social unrest.

Despite these multiple ‘crises’ leaders were charged with opening up their school district and providing a high-quality curriculum. Much of this task fell on the superintendent as they balanced the needs of their workers, families in the community, and student’s academic needs.

Even though Superintendents confront and address diverse challenges daily, the pandemic brought unprecedented and significant challenges to superintendents in which they had no similar experience. Current superintendents had never gone thru a pandemic - a pandemic that impacted all aspects of their organization - from how children would receive the required technology to continue learning in a virtual setting to how teachers would become trained to keep students academically engaged to how all stakeholders would be impacted personally - physically, financially, socially, and emotionally. The undeniable exposure of systemic inequities, civil unrest, and social injustices throughout the nation, added another dimension to their decision making.

Upon what would superintendents base their decisions to address the challenges? How could superintendents endure the adverse situations they were facing? What could sustain them during this time?

Female Superintendents According to research, the most powerful position in public schools is that of school superintendent, and it is a position dominated by men (Sharp, Malone, Walter, & Supley, 2004). In 2011, 24.1% of school systems throughout the United States were led by a female superintendent (Kowalski, McCord, Petersen, Young, & Ellerson, 2011). Data from 2014 - 2018 at the Texas Education Agency indicated that the majority of certified superintendents were female, with the exception of the 2017 - 18 academic year (Texas Education Agency, 2019). However, only 19% or less than one in five school districts in Texas are led by a female (Texas Association of School Boards, n.d.). The number of females employed as superintendents in Texas remains low when compared to the number of employed male superintendents.

Female superintendents wear many hats, and some hats, perhaps, male superintendents do not traditionally or commonly wear, as often. They must meet the demands and challenges of their chosen profession, while also fulfilling family responsibilities such as mother, wife, childcare provider, cook, housekeeper, car pooler, soccer mom, nurturer, etc. - just to name a few. Female superintendents must be able to navigate the myriad of challenges and demands of the superintendency that require the knowledge and skills to lead a school district efficiently and effectively. They must demonstrate the competencies and prowess to strategically maneuver the political landscape, communicate a shared vision, work in a collaborative manner with their school board, establish and implement a culture of high expectations, and build consensus with all 16 | J O U R N A L O F T E X A S S C H O O L W O M E N E X E C U T I V E S