Using feminist phase theory to portray women in the principalship across generations in the USA

Abstract

The literature provides insufficient data on women’s experiences of the principalship across generations in the USA and thus provides little understanding as to how the writing of women into the history of educational leadership has changed or maintained the social order. Research that addresses biases experienced by women who wish to advance in educational leadership frame this study, together with Joan Scott’s groundbreaking article ‘Gender: A Useful Category of Historical Analysis’ that posed the question ‘How does gender give meaning to the organization and perception of historical knowledge?’ The purpose of this study was to seek out women’s experiences in the principalship across generations to understand how gender interacts with history and societal expectations during certain periods of time to better understand why women are still missing in top leadership roles.