Perspectives on Leadership: Race, Gender and the Superintendency—A National Study 207the cocoons of those responsible for their development and stymied those who have been in a
state of denial and continue to assert that gender discrimination in the superintendency is non-
existent (Glass, Bjork & Brunner, 2000, p. 89).
Race discrimination in the superintendency was added to the discourse based on the
survey data and current literature. There was evidence that African American females had not
progressed in securing superintendent position on an equal level as white females in spite of
federal laws prohibiting discrimination in hiring. This study found evidence that women
aspired to the position of superintendent, were willing to re-locate, and had made gains in
achieving an equal salary footing with men in some parts of the country. Women have been
entering the superintendency at an earlier age than previously and earning doctorates at high
numbers in preparation for “cracking the glass ceiling.” Overall, women were spending less
time in the interview process prior to being hired and were courted by districts seeking
instructional leaders. As such, the study has contributed to the current research on females—
both white and African American - in their struggle to attain an equal footing with men in
competing for the available jobs. The study, however, is not complete. Focus groups and
interviews are needed to expand and capture additional discourse.
The Moral Imperative
Finally, the study provided insight into the failure of stakeholders to close the gender and
race gap in the superintendency. Board members, community members, university personnel,
professional organizations and legislators have a moral obligation to reflect and challenge the
modus operandi of their membership and develop a progressive advocacy for women aspiring
to the superintendency. “Indeed, empowerment results from one ‘in power’ sharing power”
(Grogan, 1999 in Brunner, 2000, p.211). As a function of what the researchers have tried to
accomplish, Grogan said it well: “We learn through the layer that is used to describe how we
should think and what we should be like as participants in social institutions (1999, in
Brunner, 2000, p. 201).
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