132 leavesThe current research indicates that gender underrepresentation in upper management is a broad,
global issue. According to data from the Iowa Department of Education (2010), most female
principals (50.4%) are at the elementary level while only 23.7% female principals are at the
secondary level and 76.3% males. The underrepresentation of females can be noted in business,
the armed forces, higher education, around the world, and in public education. Limited research
has been done on women in educational leadership, with even less in regard to women leadership
at the secondary level. Based on the large number of females represented in the teaching
occupation, it would seem logical that the proportion of female leaders in education would be
reflective of the profession as a whole, whether it is at the elementary, secondary level, or central
office. Through the lens of Critical Feminist Theory and multiple case qualitative design, this
researcher examined the lives and experiences of four women who have maintained successful
and effective careers in secondary education. By gathering in-depth information of actual
successful secondary female principals the researcher was able to add to the current literature and
accomplish four objectives: (a) Create an awareness of the skill set, style, and background
needed that allows a female educator to consider and pursue a secondary principalship, (b) Offer
necessary information for female educators who pursue a secondary principalship to be aware
and prepared for the obstacles and challenges they will encounter, (c) Encourage females who
fear advancement in secondary education due to stereotypes and/or leave the profession due to
negative experiences, and (d) Provide substantive information to administrator preparation
programs that will assist in designing instruction to support women interested in becoming
secondary principals
