Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 194-204).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ph. D.)--Lewis & Clark College, 2008. / Includes bibliographical references (leaves 84-91).

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Martha N. Ovando. Vita. Includes bibliographical references. Also available from UMI.

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 12, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, George Padavil, Cynthia Waltershausen. Includes bibliographical references (leaves 275-294) and abstract. Also available in print.

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.

Thesis (Ed. D.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on January 30, 2007). Thesis advisor: Vincent A. Anfara. Vita. Includes bibliographical references.

The literature on female superintendents addresses both barriers and perceived characteristics and actions that facilitate career development. However, relatively little empirical evidence exists to verify the experiences of women who have reached this top-level position. This study examined the experiences and perceptions of females who were employed as school superintendents in Indiana during the 1996-97 school year.The population consisted of 15 females, 13 of whom (87%) agreed to participate. The purposes of the study were to determine (a) the population's demographic profile, (b) the extent to which common career barriers were experienced, (c) perceptions of the perceived difficulty associated with common barriers, (d) perceptions of positive characteristics, and (e) perceptions of positive career actions.The demographic profile indicates that these superintendents were highly qualified; 12 of the 13 had earned doctorates, and most had substantial experience as teachers and administrators prior to entering the superintendency. Not all attributed career planning to their success; some obtained their positions either because they were encouraged to become applicants or because they were given internal promotions.Findings indicated that three females had not encountered any barriers; three of the eight barriers were not encountered by any participants. No barriers were experienced by more than half of the population. Family responsibilities (cited by 46%) and gender discrimination (cited by 38%) were the most commonly cited. These barriers were also viewed as the most difficult; however, the effects of gender discrimination were seen as severe whereas the effects of family responsibilities were viewed as modest.Many characteristics and actions deemed positive in the literature were perceived to have been beneficial to the respondents' careers. All identified human interaction skills, effective leadership, quality of administrative experience, and self-confidence as highly important characteristics. All identified gaining visibility within the profession and gaining the support of family and friends as extremely influential tactics.Two distinct views of career development were identified: reliance on mentors and working within the system; reliance on independence, hard work, and tenacity. Respondents believed that they had to have better qualifications than their male counterparts to reach the superintendency.Recommendations for further study are included. / Department of Educational Leadership

Thesis (Ed.D.)--Georgia Southern University, 2007. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Walter S. Polka. ETD. Electronic version approved: May 2007. Includes bibliographical references (p. 131-152) and appendices.