Women in Educational Administration The Glass Ceil Essay Example

Maintenance departments. From these interviews emerged a prevalent invisible barrier known as the glass ceiling.

Now let's delve into the discussion surrounding lower-level roles within the education system - maintenance workers, security personnel, and cafeteria workers. While they may not be officially considered part of the education system since their jobs are not directly related to it and they could work elsewhere besides schools; examining how their department heads are chosen reveals a widespread issue of gender discrimination that exists throughout the entire hierarchy of the school system. This discrimination is deeply ingrained in the culture of school systems just as it is in many other public organizations.

One account that especially shocked me was shared by a female security officer at South Bend School Corporation who described her experiences at that level of employment.Despite her seniority, less qualified and experienced men were given chief positions and benefits within school systems. She pointed out one particular male chief who lacked qualifications, spending his time snacking and sitting by a closet. According to her, men are often seen as capable of handling tough situations while she deals with tasks like breaking up fights, confiscating weapons, and searching for drug pushers. The shortage of women is evident among maintenance workers; the head janitor in one school mentioned that women feel intimidated by furnaces and electrical systems, leading them to not apply for janitorial jobs. Other schools only hire women when there are no other candidates available but they are not exactly welcomed in the field either. When asked about the possibility of a woman becoming the head janitor, he unequivocally answered "never." In contrast, almost all employees in cafeterias

are women. The director of the food service department at one high school explained that men generally show no interest in cafeteria positions due to a prevailing perception that cooking and serving food is solely a job for women. Additionally, some believe that men in this field tend to be sloppy and untidy.The food service industry does not have any unfair treatment in terms of hiring or promotions, according to careful observation and agreement among those interviewed. However, there is a gender imbalance within the teaching and administrative positions of the South Bend School Corporation. The majority of elementary schools employ female teachers, while male principals hold about 20 out of 25 positions, with approximately 70% of teachers being women.

A male principal believes that this disparity exists because women are naturally inclined to teach young children and prefer working with elementary-age students. He also suggests that men bring valuable skills in organization, discipline, and as father figures to administrative roles. In contrast, a female principal sees this situation as evidence of an "old boys' club," where women are not given top positions even in elementary schools.

Moving on to middle schools, six out of eight visited had male principals, but the teaching staff was evenly divided between genders. Conversations with educators did not provide valid reasons for the unequal ratio other than resistance against women. Throughout his career, a veteran teacher never encountered a single female principal in any South Bend public high school until three were appointed during the 1998-1999 school year.The recent appointments now form a majority of high school principals in the district. Just one year ago, there were two appointments in a

school – one for an acting principal and another for a regular position. However, these appointments received negative feedback from both staff and the community, leading to the resignation of one regular appointee and another on the brink of doing so. The fate of the acting principal remains uncertain as she was initially chosen as a last-minute option when none of the offered candidates accepted the job. Upon her arrival at the school building, only a few faculty members welcomed her. However, situations changed when the male vice principal, who had previously applied for but failed to obtain the principal's position, displayed his authority by lounging in his chair with his feet up on his desk. Without consulting or seeking approval from the acting principal, he started making decisions such as calling faculty meetings and using public address systems to communicate. Furthermore, department heads, counselors, and teachers began creating their own rules. Despite these challenges, within just a few weeks, the acting principal demonstrated resilience and established her authority within the school community.The fact that high school department heads usually act as intermediaries between teachers and administrators makes this accomplishment particularly impressive. What caught my attention was the observation that most department heads in South Bend's five high schools were males, except for those in home economics and special education departments. Upon further investigation, it was discovered that male principals, who maintained their positions and asserted control over their colleagues, chose all the department heads. This culture of male dominance also existed in lower levels of administration.

However, at the highest level of administration, it wasn't until five years ago that the South Bend School Corporation

got its first female superintendent. She only obtained this position after three external male candidates declined the offer. Despite being a highly successful principal with a nationwide reputation as an educator within the corporation, she did not make it to the finalists' list, which caused division among teachers and the larger community along racial lines. The community's division deepened due to a prolonged and hostile teachers strike.

Although she managed to establish fiscal discipline and solvency within the corporation, her reappointment for an additional two years following her initial three-year term was barely secured. Currently, there are efforts being made to terminate her employment before completing two yearsHer administration has faced resistance from anti-feminist and anti-minority groups in the school system and community, resulting in a lack of discipline and morale within schools that is causing educational failure. The discrimination against women and minorities in educational administration explains why South Bend students have lower ISTEP scores. This unfortunate situation exemplifies how discrimination can harm public welfare. To fully understand the issue, it is important to consider the national context and examine the representation of women and minorities in administrative roles within educational institutions. Recent studies, such as Patricia T. Whitfield's 1990 study titled "Status of Access of Women and Minorities to Administrative Positions in Idaho," have exposed this hidden truth. Whitfield focused on Idaho public schools and found that only about 20% of administrators were women, with approximately 7% being minorities. She identified several factors contributing to this underrepresentation, including the influence of the "old boy network," family responsibilities, lack of mentors or role models, delayed entry into career paths, and challenges in gaining credibility. While

administrators believed progress could be made through their efforts, women and minority groups believed that equal opportunity policies and legislation were necessary solutions.
Similar groups across the country likely share these perspectives, highlighting the importance of comparing women's status in administrative positions in higher education institutions and school systems nationwide. Saint Mary's College of Notre Dame, Indiana, a local women's college founded 155 years ago by the women religious of the Holy Cross Congregation, initially had all major administrative positions held by Sisters of the Holy Cross. Although established at the same time as the University of Notre Dame for men only, Saint Mary's appointed its first male president in 1967 due to a shortage of qualified nuns. In 1970, there was a proposal to merge with Notre Dame, but fearing loss of identity within Notre Dame, the sisters declined. This decision resulted in a lack of gender diversity within Saint Mary's. To address concerns about male domination and modernize their practices, they appointed their first layman president in hopes of achieving gender equality. As a result, male administrators controlled the college for nearly three decades until 1999 when a woman president and female administrative team were finally appointed after thirty years dominated by men. The connection between Saint Mary's College and the Holy Cross Sisters played a significant role in returning to traditional female administration on the board. However, this situation is not unique to Saint Mary's;In 1982, Kathryn M. Moore conducted a study that revealed a concerning trend in higher education institutions across the country. Women and minorities were predominantly found in low-status administrative positions within these institutions. Moore's study examined the career issues,

educational concerns, and backgrounds of 2,896 senior college administrators from all over the United States, with a specific focus on women and minorities' status in educational administration.

The results of the study were shocking. Only 20% of the sample consisted of women, while a mere 8% represented minorities. These underrepresented groups were primarily confined to lower-level positions such as registrar, librarian, or financial aid director. On the other hand, men held more prominent roles like President or Chief Financial Officer.

Out of the surveyed pool of 653 deans, only 13.8% were women. However, it is worth noting that half of these women worked within fields like nursing, home economics, arts and sciences, or continuing education. When it came to minorities serving as deans at this time period, they accounted for just 5.5% out of all those surveyed.

These statistics shed light on society's persisting imposition upon its female citizens despite efforts made over many decades to promote equal opportunity in higher education.

Another study conducted by the Center for the Study of Higher Education at Pennsylvania State University in 1982 specifically focused on the University of New Hampshire – an institution known for its respectable reputationA study conducted in 1993 by the university president revealed concerning findings about the status of women at this university. Out of the 16 principal administrators, including the president, vice president, and deans, only one held a temporary position. This indicates a noticeable gender disparity among personnel at the University of New Hampshire. Specifically, women make up 27.3% of the workforce at the Academic Administration level and just 21.8% at the executive management level. However, at the management or supervisory level (support staff level),

women account for an impressive 60.8% of employees.

This gender inequality is further evident when examining employee compensation. Among those earning $35,000-55,000 per year, women comprise 54% of workers. In contrast, for those earning $55,000-66,000 annually, only 31% are women. Moreover, for individuals making above $65,000 (the salary range limit set by the US Census Bureau), only 19% are women. Surprisingly though, when it comes to employees earning less than $30,000 per year; an overwhelming majority (83%) are female.

The University of New Hampshire's study suggests that this issue is prevalent across universities nationwide and may even be worse in other institutions. According to a report from the Federal Glass Ceiling Commission in 1996 providing a national perspective on senior-level managers in top industrial and service companies; it was found that these positions were predominantly held by white men - comprising approximately 95%.Only a small portion (5%) of the top-level executives surveyed nationwide during that time period were minority women, which means there were only about 2,100 senior women executives overall. These statistics reveal the ongoing challenges faced by women in educational institutions and various industries across America. Redwood emphasized the wage gap between men and women throughout the country, highlighting that non-Hispanic white males with bachelor's degrees earned an average salary of $47,181 compared to females from the same ethnic group who earned $31,338 on average. Similarly, for those with master's degrees, non-Hispanic white males earned an average salary of $57,371 while females from the same ethnic group earned $38,391 on average. Despite these statistics demonstrating injustice within the system, no solutions are proposed. However, solutions can be found by collectively addressing issues of equality through

organizations at local and national levels and implementing laws to combat insensitivity in institutions. Nevertheless, significant improvements reflected in these statistics will require fundamental changes at the core of our culture. Educators have an advantage in shaping future generations and influencing society's perspective.
Over time, it is hoped that there will be a noticeable improvement in these statistics. To gather information on women in administration roles at local schools, 25 individuals were interviewed, including maintenance staff, cafeteria workers, teachers principals, and Superintendents from South Bend, Mishawaka, Penn - Harris - Madison School Systems. For information on local colleges, 12 professors and administrators from Saint Mary's College and The University of Notre Dame were interviewed. Various sources were consulted to gather information on the status of women in educational administration at regional and national levels. These sources include Patricia T. Whitfield's "Status of Access of Women and Minorities to Administrative Positions in Idaho" (ERIC TITLE No.ED 323907) as well as other unspecified sources mentioned here. The bibliography includes Kathryn M. Moore's "Women and Minorities: Leaders in Transition: A National Study of Higher Education Administrators" (ERIC TITLE No., [insert number]), labeled as ED 225459, along with the University of New Hampshire President’s Commission on Status of Women report from 1993 by the University itself. Another source mentioned is Rene Redwood's book "The Glass Ceiling: The Findings and Recommendations of the Federal Glass Ceiling Commission," published in 1996, which provides valuable insights according to the bibliography entry.