Superintendent voices: the impact of gender and race while seeking and serving in the superintendency

Purpose This qualitative study explores how gender and race impacted superintendents as they sought a superintendent position as well as how gender and race impact superintendents while serving in the role of superintendent in North Carolina. Design/methodology/approach This phenomenological study is part of a larger study aimed to investigate the current state of the NC superintendency by giving voice to individual and collective experiences of our school superintendents. We used semi-structured interviews with a sample size of 18 current or recently departed superintendents. Data were analyzed using thematic analysis. Findings Five themes were identified: gender bias including White male advantage, racial bias including stereotyping and higher expectations for Black superintendents, biases based on the intersectionality of gender and race for Black women superintendents, the impact of school board positionality, and the value of being coached or mentored. Findings highlight how many White male superintendents in NC are keenly aware of how their identity advanced their pathways and gave them “seats at tables” when Black and/or women leaders did not report those same privileges. Findings also indicate women superintendents, regardless of race, benefitted from coaching and mentoring to advance their pathway to the superintendency. The glass ceiling persists for women leaders seeking the superintendency in NC and is even greater for women of color. Research limitations/implications To diversify our sample beyond White men, researchers used a combination of convenience and snowball sampling to recruit more women and Black superintendents. Despite attempts to garner more diverse perspectives, the sample in this study did not include a critical mass of non-White men participants. Practical implications Understanding how race and gender impacts the work of NC superintendents provides insight into the evolving challenge to lead safe and equitable schools. As student demographics continue to change, the need persists to continue to diversify the superintendency in North Carolina, as well as those who serve on school boards. Social implications By focusing on gender and racial biases experienced by superintendents in NC school districts, we can infer practical and social implications for students and staff that likely also experience gender and racial bias in our schools; thus perpetuating inequitable outcomes in K12 schools. Originality/value No study exists that examines how race and gender impact superintendents in NC. We illuminate persistent gender and racial bias for those who lead K12 school districts.