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WOMEN SUPERINTENDENTS, the FEMINIST ETHIC, and ORGANIZATIONAL LEADERSHIP a Dissertation Submitted to the Kent State University WOMEN SUPERINTENDENTS, THE FEMINIST ETHIC, AND ORGANIZATIONAL LEADERSHIP A dissertation submitted to the Kent State University College of Education, Health, and Human Services in partial fulfillment of the requirements for the degree of Doctor of Philosophy By Carol L. Winter December 2016 © 2016, Copyright by Carol L. Winter All Rights Reserved ii A dissertation written by Carol L. Winter B.S., Central Michigan University, 1984 M.A., Eastern Michigan University, 1991 Ph.D., Kent State University, 2016 Approved by _____________________________, Director, Doctoral Dissertation Committee Catherine Hackney _____________________________, Member, Doctoral Dissertation Committee Rosemary Gornik _____________________________, Member, Doctoral Dissertation Committee Jennifer Kulics Accepted by _____________________________, Director, School of Foundations, Leadership and Kimberly S. Schimmel Administration _____________________________, Interim Dean, College of Education, Health and Mark A. Kretovics Human Services iii WINTER, CAROL L., Ph.D., December 2016 EDUCATION ADMINISTRATION WOMEN SUPERINTENDENTS, THE FEMINIST ETHIC, AND ORGANIZATIONAL LEADERSHIP (270 pp.) Director of Dissertation: Catherine Hackney, Ph.D. This qualitative study investigated the research question: How does the feminist ethic interact with the leadership of women superintendents as they address the demands of leading in the current educational climate? Data generated from six participants’ interviews, journal entries, and writing samples were used to formulate a leadership theory using Charmaz’s (2011) constructivist grounded theory approach. Data analysis resulted in ten common themes among participants, which fell into three main areas: leadership disposition, feminist approaches to leadership, and purpose in leadership. The following theory, grounded in participants’ data was developed: When authenticity, self-efficacy, and empowerment are present, women superintendents are better able to succeed in the masculinized culture of school district leadership and the current climate of educational reform. The essence of women’s leadership is manifested in the feminist ethic of care, justice, and critique, which allows leaders to bring better outcomes for the individuals and the organization under their stewardship. The theory developed may allow school boards and universities to better understand the preparation of, hiring of, and support for women in the superintendency. The recommendations of this study and theory may inform educational leaders of both sexes and add to the current body of literature on women in educational leadership in general and in the superintendency specifically. Recommendations for future research include further study regarding the efficacy of using the theory developed to grow and support the ranks of women superintendents nationally. Keywords: superintendents, women superintendents, women leaders, educational leadership, feminist ethic, feminist theory, organizational leadership, organizational culture, moral leadership, ethical leadership ACKNOWLEDGMENTS With my dissertation process ending, I reflect gratefully upon the many individuals who have positively impacted my life and work here at Kent State. I first thank my dissertation committee members, Dr. Rosemary Gornik and Dr. Jennifer Kulics, who offered their expertise and guidance while asking the critical questions necessary for me to improve and grow throughout this process. Thank you, also, to my Graduate Faculty Representative, Dr. Steve Rainey for his enthusiasm about my defense and for ensuring a smooth process. With great appreciation, I thank Dr. Catherine Hackney, my dissertation director, academic advisor, professor, and former supervisor. From our first conversations I knew that I was very fortunate to be working with and for Dr. Hackney. Dr. Hackney’s wisdom, along with her willingness to listen and ability to validate my work while also challenging my ideas empowered me to grow as an individual and as a scholar. Additionally, I commend the participants of this study for sharing, so openly, their successes and challenges as well as the highs and lows of leading an entire school district. I thank them all for the time that they shared with me as well as for their heart-felt experiences. These stories and experiences that study participants have shared will undoubtedly inspire other educational leaders navigating their own leadership paths. I truly have been invigorated by working with their collective experiences. Thank you, also, to Dr. Mandy Cenker-Miller who not only served as my peer reviewer, but also has become a friend and colleague. I am grateful that as I worked iv through the dissertation process Mandy was just a call or text away and always able to be the sounding board I needed to move forward in my writing process. Thank you to my family and friends, too many to name, who have regularly asked about my progress and have encouraged me from near and far. Thank you for the much needed writing and thinking breaks as we walked, talked, jogged, ate, and laughed throughout this process. To my siblings, Foster Winter III, Patricia Longwinter, and Robert Winter and their spouses and families, thanks for the love, the fun and the laughs. I’m proud to be part of our pack and I’m grateful for our connections. To my father, Foster Winter II and Kathleen Winter, thank you for your love, your belief in me, and your interest in this work. I have appreciated your input. To my mother, Sandra Gaia-Rae, this work continues the learning you started as you shared your experiences as a woman finding your own strong and beautiful voice while you worked, lived, and loved with all your heart. I didn’t really understand then, but I get it now. I wouldn’t have gotten here without your love, wisdom, and encouragement. Kevin, you share in this success! Your belief in me has always helped me move past the challenges I have faced to keep moving toward my personal and professional goals. Your love, support, humor, and encouragement have allowed me to pursue and achieve this long-time dream of mine. Thank you for being you. I’m thrilled to share this with you and love you very much! And, finally, to my children, Marty and Gwynnie, thank you both for your love, support, and laughter as this Ph.D. dream of mine has become a reality. I love you both v and know that each of you has the talent, ability, creativity, and support to make your dreams realities too! vi TABLE OF CONTENTS Page ACKNOWLEDGMENTS ................................................................................................. iv LIST OF FIGURES ........................................................................................................... xi LIST OF TABLES ............................................................................................................ xii CHAPTER I. INTRODUCTION .........................................................................................................1 Women Superintendents ..........................................................................................1 History of Superintendent Research .................................................................1 Representation of Women in Superintendency ................................................3 Women’s Ways of Leading ..............................................................................4 Women as Educational Leaders ........................................................................5 The Feminist Ethic ...................................................................................................7 Moral Theory and Epistemology ......................................................................7 Historical Perspective .......................................................................................8 Ethic of Care ...................................................................................................10 Leadership Theory and the Ethic of Care .......................................................11 Ethic of Justice ................................................................................................12 Leadership Theory and the Ethic of Justice ....................................................13 Ethic of Critique .............................................................................................14 Leadership Theory and the Ethic of Critique .................................................15 Leadership .............................................................................................16 Organizational culture ...........................................................................17 The Feminist Ethic and Organizational Leadership .......................................18 Statement of the Problem .......................................................................................19 Purpose Statement ..................................................................................................22 II. LITERATURE REVIEW .............................................................................................24 Women Superintendents ........................................................................................24 Research on Women in Leadership ................................................................25 By the Numbers ..............................................................................................26 Women Leaders and the Impact of Societal Expectations .............................28 Glass Ceiling
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