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Accessibility of Women in Educational Leadership in K-12 Alberta
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- Author(s) / Creator(s)
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This capstone paper investigates the systemic and cultural barriers that limit women’s access to leadership roles within Alberta’s K-12 educational system. Utilizing leadership theory as a conceptual framework, a comprehensive literature review was conducted, with thematic analysis identifying five interrelated themes: implicit gender bias, intersecting barriers of race, class, and gender, insufficient mentorship and sponsorship opportunities, gendered organizational structures, and policy shortcomings. The findings reveal that, despite progressive policy initiatives, entrenched biases and structural impediments persist, hindering women’s progression into senior leadership positions. This research underscores the need for targeted policy reforms,
inclusive leadership training, and enhanced mentorship programs to create equitable leadership pathways. As a capping project for my Master of Education in Studies in Educational Leadership, this work deepens the understanding of gendered leadership dynamics. It provides actionable insights for fostering a more inclusive and supportive educational environment. -
- Date created
- 2025-04-08
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- Type of Item
- Research Material