Case for Closing Superintendent Gender Gap

Pre-K Commitment

Bibliographic Data

ID9732184
AuthorsRachel S White (0000-0002-8408-2079, The University of Texas at Austin, Austin, TX, corresponding author), Lauren C McKenzie (0009-0000-7632-8633, The University of Texas at Austin, Austin, TX), Michael Little (0000-0001-9321-3088, North Carolina State University, Durham, NC), Rachel Rowan (0009-0003-4965-6713, North Carolina State University, Durham, NC), Timothy A Drake (0000-0002-6157-2219, North Carolina State University, Durham, NC)
Year2026
Volume55
Issue3
Pages216-219
Publication date2026-04-01
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251399178
OpenAlexW4416817746
LanguageEN
References cited6

This brief considers how closing the superintendent gender gap may contribute to the strengthening of early childhood education (ECE) leadership. Using data from a national survey of superintendents, we find that women are significantly more likely than men to prioritize prekindergarten (pre-K) initiatives, even after controlling for ECE background and training and district characteristics. These gender differences are amplified among leaders with early grades teaching or ECE training. Our findings highlight the value of diverse leadership and suggest that supporting women’s advancement to the superintendency could strengthen district-level ECE efforts

Closing (real estate · Early childhood education · Gender gap · Survey data collection · Value (mathematics · Early Childhood Education and Development · Gender Roles and Identity Studies · Gender Studies in Language

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Open DOIOpen Access