What we really need is a femininomenon: a phenomenological study of Midwestern women superintendents in K-12 education through a feminist lens

Coy, Whitnee Elaine

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https://hdl.handle.net/2142/129449 Copy

Description

Title

What we really need is a femininomenon: a phenomenological study of Midwestern women superintendents in K-12 education through a feminist lens

Author(s)

Coy, Whitnee Elaine

Issue Date

2025-04-28

Director of Research (if dissertation) or Advisor (if thesis)

Pak, Yoon

Doctoral Committee Chair(s)

Pak, Yoon

Committee Member(s)

• Hood, Denise
• Kang, Hyun-Sook
• Huang, David

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Educ Policy, Orgzn & Leadrshp

Degree Granting Institution

University of Illinois Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Women Superintendents
• Educational Leadership
• Feminist Leadership
• Midwestern Educational Leadership
• Structural Barriers in Education
• Patriarchy in Education
• Gender and Leadership
• Feminist Theory in Education

Abstract

This phenomenological study explores the lived experiences of Midwestern women superintendents in K–12 education, seeking to understand the ways they navigate and resist the patriarchal structures that historically have marginalized women in leadership positions. Through a feminist lens, the research examines how gender, race, and geography influence women’s perceptions and realities as superintendents. The study employs a phenomenology approach, featuring semistructured interviews with 14 Midwestern women superintendents, to uncover the essence of their experiences and the ways they exercise agency and resistance in their roles. The findings of this study contribute to a deeper understanding of the complexities of women’s leadership in K–12 education, highlighting the need for a “femininomenon”—a phenomenon that centers and celebrates women’s experiences, perspectives, and leadership styles. This study highlights the systemic gendered barriers women superintendents face, including implicit bias, limited mentorship access, and societal expectations, reinforcing the need for structural change in educational leadership. Despite these challenges, participants exhibited resilience through self-advocacy, mentorship, and feminist leadership approaches, emphasizing collaboration, inclusivity, and professional networks to navigate and reshape their roles. This research has implications for policy, practice, and future research, emphasizing the importance of creative inclusive and equitable educational environments that foster women’s leadership and empowerment.

Graduation Semester

2025-05

Type of Resource

Thesis

Handle URL

https://hdl.handle.net/2142/129449

Copyright and License Information

Copyright 2025 Whitnee Coy

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