This research aimed to look at the intersectional relationship between leadership positions and gender, leadership positions and ethnicity, and leadership positions and gender and ethnicity in traditional American-ethos international schools. The research surveyed international school leaders, which included Heads of School, Principals, and Directors of Studies in the different regional councils and associations of international schools whose memberships include traditional American-ethos international schools. A total of 267 participants responded to the survey. The quantitative data of the study provided information about gender, ethnicity, and gender and ethnicity of the different leadership positions. Additionally, the quantitative and qualitative study design sections of this research provided the discrete categories of gender, ethnicity and leadership positions and whether these identities helped or hindered participants in obtaining a leadership position in international schools. The research showed that there is both a lack of ethnic diversity in leadership roles in this type of international school and that there is also an underrepresentation of women in the Head of School position. Because there is limited research in the area of international school leadership in terms of gender and ethnicity, this research drew mainly from studies at the national level in the US and UK. The study used Critical Race Theory and the Intersectionality Theory framework and approach as the foundation to recognize the intersections of leadership roles with other dimensions of social identity in terms of oppression and discrimination.
|Date of Award
|1 May 2019
|Michael Fertig (Supervisor) & Andrea Abbas (Supervisor)