This qualitative study examines the organizational structures shaping the experience of 18 women assistant heads working at K-12 independent, co-educational, day schools serving students of 700 students or more. Specifically, we were interested in better understanding the disproportionate representation of women in the assistant headship and whether, and to what degree, this may be a function of the role. We wondered if gendered structural elements shaping the role and specifically feminization (e.g., gendered expectations, role elasticity, diminished professional autonomy, and compensation structures that devalue care work) may hamper these women’s overall success and well-being. We found that the structures shaping their role did appear to be feminized, such that while many participants felt a sense of purpose in their work, the expansive and seemingly endless nature of their responsibilities; the emotional labor the role necessitated; the limited guidance, autonomy, and feedback they received; and their frequent perception that their efforts were under-compensated contributed to diminished well-being. The implications of this study include the need for training in, and implementation of, best practices for evaluation, mentorship, and mitigating gender bias and discrimination in all aspects of school operations.
Weiner et al. (Thu,) studied this question.