Abstract of

AN EXAMINIATION OF THE SOCIAL
CONSTRUCTS AND GENDER DYNAMICS
WHICH IMPACT SCHOOL ADMINISTARTIVE CAREERS

by

Megan Ann Drown

Sacramento State

Statement of the Problem

This study examined the demographics of principals within one large urban school district in order to ascertain if gender influenced administrative careers. A survey was given to elementary, middle school, and high school principals asking them to respond to various demographic questions. The demographics studied were age, marital status, educational attainment, professional experience, children, and access to mentor relationships. These answers were then analyzed comparing the male responses with the female responses in order to discover if there were any differences between male and female administrators.

Sources of Data

This survey used mixed methods of both quantitative and qualitative questions. The quantitative questions were analyzed using either chi-square or t-tests in order to determine if there were any statistical significance between demographic responses and gender. The qualitative questions were examined for themes within the respondents' answers.

Conclusions Reached

There was no statistical significance found within the quantitative tests, which shows that there was no significant difference between the demographics of the male and female principals. Although there were no significant differences found, a closer inspection found that overall women principals were slightly older than male principals. Women principals were less likely to be married, had more professional experience than male principals, and held more degrees than their male counterparts. Also, women principals were less likely than male principals to have young children. Themes found within the qualitative answers showed that principals felt isolated from their colleagues and had little time to accomplish their personal and professional goals.