Systemic Barriers in District Principal Development and Hiring Practices for Women and People of Color in the Principalship

Abstract

This study leverages the theories of racialized and gendered organizations as frameworks to examine a Southeastern school district’s aspiring leadership program and hiring practices to determine the extent to which they produce and reproduce gender and race-based norms that promote workplace exclusion for women and people of color interested in the school principalship. Data were obtained from interviews with district administrators, school administrators, and teachers ( n = 12). Findings provide support that the district operates in a manner consistent with a racialized and gendered organization. Results are discussed, and implications for improvement are provided.