Understanding Asian American women's pathways to school leadership

ABSTRACT

Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities.

KEYWORDS:

• Asian American women
• pathways
• school leadership
• qualitative case study
• intersectionality

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Jia G. Liang is an Assistant Professor of Educational Leadership at Kansas State University. Her research interests focus on school leadership, capacity building in teaching and leading, equity for women and racial minorities, and leadership for community engagement. Dr Liang holds a Ph.D. from the University of Georgia in Educational Administration and Policy.

James Sottile has a doctoral degree in Educational Psychology from West Virginia University. He is an Associate Dean and Professor in the College of Education at Missouri State University. His research interests are related to equity and diversity in education, student development, teacher professional development in math and science, academic integrity, and program assessment and evaluation.

April L. Peters is an Associated Professor of Educational Administration and Policy at the University of Georgia. She has worked extensively with schools in various capacities, including Dean of Students, School Social Worker and Principal. Her search interests include women in school leadership, mentoring and support for early career administrators, and leadership and small school reform. Dr Peters holds a Ph.D. from Ohio State University.