Male and Female Professors of Educational Administration: A View from Within

Abstract

Historically, educational administration, both the field and the professoriate, has been male-defined, male-dominated. As increasing numbers of females join the ranks of the administrative professoriate, questions have emerged about the effect of gender on perspective and experience. The study reported here compared the perceptions of male and female professors of educational administration about how they obtained their positions and the factors they see as critical to securing positions as professors of educational administration. The researchers found male and female professors to be highly similar in their perceptions, but identified noteworthy differences within those perceptions on the basis of gender.