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ERIC Number: ED374539
Record Type: RIE
Publication Date: 1994-Apr
Pages: 11
Abstractor: N/A
A Comparative Career Profile in 1985-1990 Female and Male Graduates of Educational Administration from a Midwestern Research University.
Cunanan, Esmeralda S.
In education, women are outnumbered by men four to one at the administrative level. This paper presents findings of a study that sought to determine the association between advanced degrees in educational administration and the careers of those holding such degrees. Data were obtained from questionnaires that were mailed to a total of 210 former educational administration graduates who received degrees from a midwestern research university during 1985-90. The sample included 122 graduates at the master's level, 56 at the advanced certificate level, and 32 at the doctoral level. A total of 170 responses were received, an 83 percent response rate. Findings demonstrate an increase in the number of women pursuing administrative careers and greater involvement of women in educational administration preparatory programs. Despite their academic credentials, however, they struggle to achieve administrative positions, particularly those of superintendent, associate/assistant superintendent, and secondary school principal. More so than for men, graduate work in educational administration is essential for the advancement of women in school leadership. It is recommended that universities and other preparatory institutions: (1) design and offer graduate programs that reflect the needs of women and minority leaders; (2) intensify recruitment efforts of women and minorities into such programs; (3) strengthen or establish a mentor system; and (4) provide job enrichment experiences for women. Additionally, women need to develop their own support networks. Two figures are included. (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).