Case for Closing Superintendent Gender Gap: Pre-K Commitment
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| Title: | Case for Closing Superintendent Gender Gap: Pre-K Commitment |
|---|---|
| Language: | English |
| Authors: | Rachel S. White (ORCID |
| Source: | Educational Researcher. 2026 55(3):216-219. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Preschool Education, Superintendents, Gender Differences, Public Schools, Early Childhood Education, Teaching Experience, Background, Administrator Attitudes, Disproportionate Representation, Women Administrators, Training |
| DOI: | 10.3102/0013189X251399178 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | This brief considers how closing the superintendent gender gap may contribute to the strengthening of early childhood education (ECE) leadership. Using data from a national survey of superintendents, we find that women are significantly more likely than men to prioritize prekindergarten (pre-K) initiatives, even after controlling for ECE background and training and district characteristics. These gender differences are amplified among leaders with early grades teaching or ECE training. Our findings highlight the value of diverse leadership and suggest that supporting women's advancement to the superintendency could strengthen district-level ECE efforts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501177 |
| Database: | ERIC |
| Abstract: | This brief considers how closing the superintendent gender gap may contribute to the strengthening of early childhood education (ECE) leadership. Using data from a national survey of superintendents, we find that women are significantly more likely than men to prioritize prekindergarten (pre-K) initiatives, even after controlling for ECE background and training and district characteristics. These gender differences are amplified among leaders with early grades teaching or ECE training. Our findings highlight the value of diverse leadership and suggest that supporting women's advancement to the superintendency could strengthen district-level ECE efforts. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X251399178 |
