234 CRITICAL THEORY AND LEADERSHIP PRACTICES
As professors designing coursework in education leadership programs, we need to draw
on research with women who are in the role as superintendents. This research gives voice to
women who tell us what external and internal barriers they have faced in attaining their
positions, how they are faring in the role as superintendents, what the challenges are to remain
in their positions, and what they recommend to those in the pipeline for the job. Our women
candidates in education leadership programs are in the pipeline. Skrla (1998) made a case for
more studies of women in the role because “... as such studies accumulate, researchers and
practitioners should move towards a better understanding of women’s work lives as
superintendents” (p. 5). Reports of this type of research can be used by professors of
education leadership programs to acquaint their students with firsthand accounts of how
women describe their work lives in the top job in education.
As I strive to mentor women who are my students into those top leadership positions in
education, I can draw on the stories I have heard, and hope to keep hearing. I can offer
examples of what women have to say about leading others by sharing power and giving it
away, leading by making those connections with people, and establishing communities that
are able to learn about and appreciate diverse points of view and ways of knowing. Brunner
(2000) in her extensive study of 12 women superintendents felt that her participants “in their
caring practice and heartfelt perceptions” (p. 36) could change the way all people—men and
women—perform in the position. I feel the same way after conducting research with women
superintendents.
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