Abstract
Purpose. The purpose of this study was to identify the behaviors female administrators exhibit that may prompt male administrators with whom they work in an educational setting to demonstrate behaviors associated with gender dissonance. This study also determined the impact gender dissonance may have on women's potential eligibility for advancement to the position of superintendent. Methodology. An exploratory, descriptive study was conducted with eight superintendents that were identified and selected through a nomination process. An initial framework from the literature focusing on three areas: (1) role confusion, (2) communication differences, and (3) cultural differences was used to anticipate examples of behaviors exhibited by female administrators that prompt male gender dissonance. Qualitative analysis was used to create frequency tables containing examples reported more frequently by these superintendents. Findings. A new conceptual area, "Women's Personal Power" was created by the researcher to explain behaviors that fell outside the three conceptual areas used in this study. At least half or more of the superintendents reported behaviors that involved women's self-esteem and the need for validation as a powerful leader. The superintendents summarized the following behaviors as extreme or excessive: overtalking, overdoing tasks and projects, overproving oneself, overstating accomplishments, or exhibiting behaviors that are masculine or overly feminine, all of which prompt males to express behaviors associated with gender dissonance; those of uneasiness, avoidance, annoyance, frustration or resentment. Six out of the eight superintendents indicated that these behaviors were more likely to limit a woman's potential eligibility for advancement to the superintendency. Conclusions. Women administrators: (1) have begun to change the educational environment by confronting the dominant male culture; (2) demonstrate behaviors that their male colleagues perceive as competitive when in fact they are trying to affirm that they are worthy of the position; and (3) need to become more aware of what prompts male gender dissonance in order to increase their opportunities for advancement to the superintendency. Recommendations. That this study be replicated with a larger sample of superintendents using an expanded conceptual framework. That educational leaders heighten administrators' awareness of the concept of gender dissonance through discussion and professional development offered by administrative organizations and women's leadership groups.