2026-09-25T09:18:52Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129449 2025-10-20 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-19 without embargo terms The student, Whitnee Coy, accepted the attached license on 2025-04-25 at 11:24. The student, Whitnee Coy, submitted this Dissertation for approval on 2025-04-25 at 11:40. This Dissertation was approved for publication on 2025-04-28 at 10:30. DSpace SAF Submission Ingestion Package generated from Vireo submission #21981 on 2025-10-19 at 18:19:17 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 2025-04-28 Pak, Yoon Pak, Yoon Hood, Denise Kang, Hyun-Sook Huang, David Women Superintendents Educational Leadership Feminist Leadership Midwestern Educational Leadership Structural Barriers in Education Patriarchy in Education Gender and Leadership Feminist Theory in Education eng 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. 2025-05 Thesis https://hdl.handle.net/2142/129449 Copyright 2025 Whitnee Coy Educ Policy, Orgzn & Leadrshp Educ Policy, Orgzn & Leadrshp University of Illinois Urbana-Champaign Ed.D. Dissertation