Women’s Representation in Employment Categories in U.S. School Districts, 2002 to 2014: Are School Districts Achieving Parity?

Abstract

We examine U.S. Equal Employment Opportunity Commission data (2002–2014) to assess the representation of women at different occupational levels in U.S. public school districts. As of 2014, we find women (a) approach representational parity in administrative and principal positions, (b) are underrepresented in assistant principal positions, and (c) are overrepresented among classroom teachers. We expand the analysis to include district size and find underrepresentation of women in small districts and overrepresentation in large districts across leadership positions (administrators, principals, and assistant principals). While progress has occurred, limitations persist, including: (1) a prevalence of districts with no women in leadership roles; (2) a continuing imbalance of women in leadership positions across districts; and (3) on average, large gender-based leadership inequities in smaller districts. Gender-related barriers to career entry and advancement persist. We discuss why gender gaps continue to exist in leadership positions and provide suggestions for employment policy reform.