Navigating the glass ceiling, gender equity and overcoming barriers in rural PK-12 educational leadership

Purpose The purpose of this study was to help determine the significant barriers women in one Midwestern US State (with 70% of the 516 traditional school districts considered rural) face in advancement and in what ways these women could become more successful in obtaining upper-level educational leadership positions in PK-12 educational institutions. Design/methodology/approach This study employed a Delphi method, the researchers gathered and refined insights from women currently holding leadership roles in one Midwestern state. During three rounds of mixed-methods online surveys, participants identified barriers that perpetuate the “glass ceiling.” Findings The results revealed five main barriers that hinder women’s professional advancement: perceptions of emotional decision-making, male networks that exclude women, bias favoring men as more qualified leaders, stereotypes about women’s areas of expertise and the perceived lack of skills in facilities and operations. These findings lead to what needs to be put in place to assist women in PK-12 education in obtaining higher positions of authority. Research limitations/implications Research limitations include the geographic scope since it was limited to a single Midwestern state with rural female PK-12 educational leaders, a small sample size of 25 participants of women in rural educational leadership, whose perspectives may not be generalizable to suburban and urban settings, thus causing bias. While the study acknowledged intersectionality, participant demographics were not sufficiently detailed to ensure representation of women from diverse racial, ethnic, and socioeconomic backgrounds. An additional limitation was reliance on self-reported data, which introduced the possibility of recall or social desirability bias as participant perspectives may be limited to only their context. Originality/value The study revealed the need for specific professional development on technical aspects of educational leadership for women as well as the establishment of supportive networks to provide both mentors and sponsors. By educational institutions changing policies, practices, and support, more widespread upper-level educational leadership positions can become a reality for women. The findings provide suggestions for improving opportunities within PK-12 educational settings for the advancement of women into leadership positions.