School board members, superintendents, and assistant superintendents from Region XX, Education Service Center in Texas were surveyed to examine their perceptions regarding the underrepresentation of women in the role of superintendency. Individual t-tests were performed and frequency data were utilized to obtain group means. When compared, the administrative group indicates that there is a significant difference (p<0.05) between genders. Female administrators cite concerns with factors hindering their career advancement to the superintendency. Research findings of this study included: 1. Data from this study reveal women's concerns with limited time for career mobility, career aspirations being placed behind family responsibilities, and family commitments being a priority to career advancement. 2. Data from this study suggest that women have concerns with factors they encounter with mentors, networking systems, sponsorship, and support systems within their organizations. 3. Results reveal that women have inexperience in fiscal matter compared to men. Fiscal matters are a major concern and a priority for both school board members and administrators. 4. Results indicate that females are capable of performing the superintendent job duties. 5. The results indicate that women are their own worst critic and rate themselves lower than their male counterparts. The following are recommendations for further study: 1. Further statistical study on in-depth interviews of current female superintendents could be conducted related to barriers encountered during their superintendency in all Education Service Center Regions in Texas. 2. Critical analysis could be made on the actual selection process of the superintendency for several districts within the Education Service Center Regions in Texas. 3. Further research studies could be conducted of networking and mentoring systems already in place. These kinds of studies can add to the review of literature as to their effectiveness in assisting women in administration.

While African American women have been participating in higher education for more than a century, they remain significantly underrepresented among college and university professors in America. This study was pursued in an attempt to address the underrepresentation of African American women faculty at public and private universities within the State of Florida. More importantly, the study aimed to examine the role of the McKnight Doctoral Fellowship program (MDFP) in assisting McKnight Doctoral Fellow alumna in doctoral degree attainment, preparing them for the professoriate and contributing toward their professional success. A phenomenological methodological approach was used for this study, which was informed by doctoral student persistence theory, socialization theory, critical race theory and critical race feminism. These enlightening lenses allowed for the amplification of the lived experiences of McKnight Doctoral Fellow alumna. The findings from this study seem to suggest that social support received from family and McKnight faculty, as well as financial support via the McKnight Doctoral Fellowship stipend, and academic support offered by the MDFP were the prominent experiences that contributed toward MDFP alumna's persistence in and completion of their doctoral programs. Additionally, participants noted that preparation for the professoriate would not have been possible without the professional development workshops and guidance from McKnight Doctoral Fellowship faculty and alumni who had already navigated the chilly climates at their respective institutions. Finally, participants discussed how informal mentoring relationships with McKnight Doctoral Fellowship faculty and formal mentoring relationships with colleagues on campus were instrumental in contributing toward their professional success. The African American women faculty in this study are not classified as superwomen, but rather individuals who had the ability and strength to overcome many obstacles and hurdles to succeed academically and in the professoriate. The participants faced exclusion, neglect, racism, sexism, and other forms of oppression within their respective graduate programs and academic environments. However, these African American women, like many others, gained strength from family, McKnight peers and faculty, mentors at their respective institutions and their inner selves to persist throughout their arduous, doctoral journey and professional careers. Many of the women did not receive a "blue print" on how to navigate the doctoral process or the professoriate, but they empowered themselves to seek this pertinent information to achieve success in both arenas. Therefore, this study provided the participants an opportunity to voice, testify, and reflect on their experiences, but, more importantly, the women created new knowledge on the factors that affect doctoral degree attainment as well as the experiences that contribute toward their professional success. To gain a better understanding of how to address the recruitment and retention of African American doctoral students and faculty and aid in their success, graduate departments, higher education administrators and policymakers would do well to take note of the voices and perceptions of these MDFP alumna. Their experiences provide a more accurate portrait for change within academia in the State of Florida and across the nation.

Sammanfattning Kvinnor är underrepresenterade inom svensk pojk- och herrfotbollen på alla nivåer, både som spelare, ledare och på styrelsepositioner. Hur är det som kvinna att verka inom en manlig kontext, vilka anledningar finns att det är en underrepresentation inom fotbollen och varför är det svårt att förändra detta komplexa fenomen? Studien syftar till att undersöka vad manliga och kvinnliga fotbollsledare upplever är anledningen till att kvinnor är underrepresenterarede som tränare samt vad de anser den egna föreningen gör för att öka den kvinnliga tränarrepresentationen inom pojk- och herrfotboll. För att undersöka detta syfte användes en kvalitativ metod. Empirin samlades in genom personliga intervjuer och telefonintervjuer. Materialet analyserades och kategorier växte fram som var relevant till syftet och frågeställningen. De resultat som framkom i studien har sedan diskuterats i förhållande till tidigare forskning. Underrepresentationen av kvinnliga tränare inom pojk- och herrfotboll är svår att förändra. I studien framkommer en mängd olika faktorer och det är många aspekter som spelar in. Först och främst är ledarskap och fotboll hårt knutet till maskulinitet och manlighet. Intresse, ekonomi, och personligheterna spelar stor roll. Föreningarna har kommit långt i sitt arbete med att minska underrepresentationen och använder sina resurser för att förbättra underrepresentationen men ändå är det inte tillräckligt. Det krävs en förändring av hela strukturen och samhället i stort för att kunna förändra detta.

This study’s purpose was to explore science engagement and in/equity through science educators’ narratives of servant leadership at both the K-12 and higher education levels in the United States. The research question was: How have participants become and led others to become engaged in science? I took an arts-based approach using drawings and autobiographical data to initiate and create metissages focused on becoming engaged in science education. The findings were that: (1) Participants helped marginalized students understand the culture of science through pedagogical strategies that connected self and science; (2) Participants recognized and countered systemic forms of oppression for students who are marginalized in science education through outreach in STEM; and (3) Participants offset disengagement in science among underserved groups through meaningful relationships and presented non-dominant examples of scientific inquiry. I discuss their implications for professional development and provide recommendations for future research concerning leadership/followership aimed at promoting science equity.

Multiple criteria systems are recommended as best practice to identify culturally, linguistically, economically diverse students for gifted services, in which schools often incorporate measures of creativity. However, the role of creativity in identification systems and its recruitment of diverse student populations is unclear. The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test in gifted identification. Although commonly used for identifying talent, little is known on the variability in composite scores on the TTCT-Figural and student demographics (i.e., race/ethnicity, sex, socioeconomic status, English language learning status). This study evaluated student demographic subgroup differences that exist after the initial phase of an identification process (i.e., universal screening, referrals) and examined the relationship among student demographics (i.e., race/ethnicity, free/reduced lunch status, English language learning status, sex), cognitive ability, academic achievement, and creativity, as measured by the TTCT-Figural Form A or B, to the probability of being identified for gifted programs. In a midsized school district in the state of Texas, findings indicate several demographic differences for students who were referred or universally screened across the measures of cognitive ability, academic achievement, and creativity. However, there were lower differences when using the TTCT-Figural. Results of a hierarchical generalized linear regression indicate underrepresented groups showed no difference in the probability of being identified after controlling for measures of cognitive ability, academic achievement, and creativity. Though, cognitive ability and academic achievement tests were more predictive of identification compared to the TTCT-Figural. Implications and recommendations for future research are discussed.

The purpose of this study was to identify which school divisions in the Commonwealth of Virginia have equitable representation of Culturally Linguistically Economically Diverse (CLED) students in gifted programs within their schools. Existing literature on CLED students was reviewed. Three years of data (school years 2016-2017, 2017-2018, and 2018-2019) obtained from the Virginia Department of Education (VDOE) were analyzed to determine whether equitable representation exists within gifted education programs in each of the 132 Virginia school divisions. Furthermore, the researcher used the Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The Relative Difference Composition Index (RDCI), Equity Allowance Formula (EAF), and Representation Index (RI) formulas were used to determine, which schools have equitable representation within their gifted programs. This study sought to answer the following questions: 1. What school divisions have proportional representation of economically disadvantaged students? 2. What school divisions have proportional representation of Black or African American students? 3. What school divisions have a proportional representation of Hispanic or Latinx students? At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis revealed the majority of the school divisions in the Commonwealth of Virginia had equitable representation when the EAF was applied to the economically disadvantaged students. When the EAF was applied to the 2016-2019 school years data for the Black or African American students and Hispanic or Latinx students the range of 33%- 42% were proportionately represented. The English Language Learner students were not proportionately represented when the EAF was applied. When the RI formula was applied to the data, none of the school divisions had perfect proportion in the Commonwealth of Virginia. In 2016-2017, Halifax school division had a score of .86 which translates to proportionate representation when the EAF and RI formula were applied to the data. The findings of this study provide educational leaders with relevant research toward equitable representation for CLED students in the Commonwealth of Virginia. The VDOE and school leaders could offer professional development regarding equitable representation for teachers and staff that work with CLED students to resolve disproportionality. School divisions could benefit from the implementation of equity allowance goals to help reduce inequitable representation of CLED gifted students. / Doctor of Education / The underrepresentation of students with low incomes in gifted education is a persistent problem (Ford, 2013a; Hamilton, McCoach, Tutwiler, Siegle, Gubbins, Callahan, Brodersen, and Mun, 2018). In recent times, researchers have started to discuss educational access and outcomes for low socioeconomic students (Goings and Ford, 2018). According to VanTassel-Baska and Stambaugh (2018), there is a need to address economically disadvantaged for students who attend public schools in the United States. In particular, there are problems formally identifying economically disadvantaged students for gifted services (VanTassel-Baska and Stambaugh, 2018). Researchers seldom focus on gifted students that live in low-income households. The purpose of this study was to identify which school divisions in the Commonwealth of Virginia have equitable representation of Culturally Linguistically Economically Diverse (CLED) students in gifted programs within their schools. Existing literature on CLED students was reviewed. Three years of data (school years 2016-2017, 2017-2018, and 2018-2019) obtained from the Virginia Department of Education (VDOE) were analyzed to determine whether equitable representation exists within gifted education programs in each of the 132 Virginia school divisions. Furthermore, the researcher used the Freedom of Information Act (FOIA) to acquire longitudinal gifted data from each school division 2016-2019. The RDCI, Ford Equity (EAF), and RI formulas were used to determine, which schools have equitable representation within their gifted programs. At the conclusion of the data collection process, the researcher examined (1) which school divisions have equitable representation of gifted students in their gifted programs in schools using the EAF, and (2) What schools have equitable representation utilizing the RI. The analysis will reveal which school divisions have equitable representation within the Commonwealth of Virginia.

This study was designed to examine the relationship between teacher referral and the underrepresentation of CLD students in gifted education and to identify the factors that influenced teachers' decisions to refer CLD students to gifted services. Studies on the issue of disproportionality in gifted education in the United States have indicated teacher referrals can be a pivotal instrument in the identification of culturally and linguistically diverse (CLD) gifted students. However, previous research has shown teacher referrals of CLD students to gifted services may be influenced by the teacher's own explicit or implicit stereotypes or beliefs of their students' cultural or linguistic backgrounds. District level data from the 2021 school year were examined through a Pearson's correlation coefficient test and a survey was administered to teachers in three different grade levels to determine whether factors such as assessment scores, parent referral, student behavior, and teachers' prior experience with CLD predicted their decision to refer CLD students for gifted services. The survey included two open-ended questions that provided qualitative data on the traits that teachers most associated with giftedness in CLD students, as well as information on school division resources that teachers find to be most effective in supporting their referral of CLD students. The findings of this study revealed there was a relationship between teacher referral and the underrepresentation of CLD students in gifted education. No significant relationship was found between the factors listed in the survey and the teachers' decision to refer CLD students to gifted services. However, the frequency of teachers' responses to the Likert-scale questions in the survey indicated the teachers' strong consideration of assessment scores and prior experience with CLD students when recommending CLD students for gifted education. The implications of the study emphasized the need for structures that support the analysis of data on the role teachers play in the underrepresentation of CLD students in gifted education, the assessments used to identify gifted students, and the need for intentional professional development that equips teachers with the skills to recognized exceptionality in CLD students. / Doctor of Education / This study was designed to examine the relationship between teacher referral and the underrepresentation of CLD students in gifted education and to identify the factors that influenced teachers' decisions to refer CLD students to gifted services. The disproportionate representation of these students in gifted education has been considered one the most pressing current issues in educational equity. Studies on the underrepresentation of CLD students in gifted education have identified that teachers are the first step in the gifted screening process. However, previous research has shown teacher referrals of CLD students to gifted services may be influenced by the teacher's own explicit or implicit stereotypes or beliefs of their students' cultural or linguistic backgrounds. This study examined talented and gifted district level referral data from the 2021 school year. This data consisted of the number of referrals by teachers, parents, and administration to the gifted education program. A point biserial correlation was used to determine if a relationship existed between total teacher referrals and the ethnicity of the students in the reported data. A survey consisting of demographic questions, Likert scale questions, and two open-ended questions was administered to teachers in nine elementary schools to determine whether factors such as assessment scores, parent referral, student behavior, and teachers' prior experience with CLD predicted their decision to refer CLD students for gifted services. The survey included two open-ended questions that provided qualitative data on the traits that teachers most associated with giftedness in CLD students, as well as information on school division resources that teachers find to be most effective in supporting their referral of CLD students. The findings of this correlational study revealed there was a significant negative relationship between teacher referral and the representation of CLD students in gifted education, indicating that moving from the non-CLD student category to the CLD student category of student ethnicity, there was a medium decrease in total teacher referrals. No significant relationship was found between the factors listed in the survey and the teachers' decision to refer CLD students to gifted services. However, the frequency of teachers' responses to the Likert-scale questions in the survey indicated the teachers' strong consideration of assessment scores and prior experience with CLD students when recommending CLD students for gifted education. The implications of the study emphasized the need for structures that support the analysis of data on the identification instruments used in the gifted education process, the assessments used to identify CLD gifted students, and the need for targeted professional development that equips teachers with the skills to recognized exceptionality in CLD students.

The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly significant for mathematics education since the courses students pursue during those years affect later access to rigorous mathematics coursework at the high school level as well as college and career readiness. This case study examined factors that affected Black student achievement in advanced mathematics classes at one middle school. Data included interviews of school personnel, on-site observations, and school-related document analysis. Six major themes that affected student achievement in advanced mathematics classes emerged from the data: (a) mathematics placement innovations, (b) cultural shift towards increased rigor, (c) culture of high expectations, (d) culture of continuous learning, (e) data sharing, and (f) perceived barriers to enrollment. The conceptual framework of Bryk, Sebring, Allensworth, Luppescu, and Easton (2010) was used to identify and explain the relationships among these categories. This case study highlighted key district and school individuals who initiated and implemented the wave of changes regarding mathematics placement and teaching that occurred over a four-year period. The study also identified barriers that seemed to impede Black student enrollment in such classes. The findings illustrated how concerted efforts provided students with a challenging curriculum, thus, increasing access to advanced mathematics classes for all students. Policies and practices that lifted all students had a positive effect for Black students. / Ed. D.

Studien undersöker kvinnliga politiker i kommunfullmäktige i en mindre kommun i Västra Götalands län. Eftersom kvinnorna i denna kommun är en underrepresenterad grupp, finner vi det relevant att studera kvinnliga politiker i kommunen. Vi ämnar därmed att besvara följande frågeställningar: Hur upplever kvinnliga kommunpolitiker sitt inflytande i kommunfullmäktige? Vilka attityder har kvinnliga kommunpolitiker till könsfördelning i kommunfullmäktige? Hur resonerar kvinnliga kommunpolitiker om de bakomliggande faktorer som ligger till grund för kvinnornas underrepresentation i kommunfullmäktige? Undersökningen en kvalitativ studie, där vi använde oss av semistrukturerade intervjuer där respondenterna är fem kvinnliga politiker som finns representerade i kommunfullmäktige. Intervjuerna gjordes med hjälp av en intervjuguide som skapades genom ett analysschema där frågeställningar, tidigare forskning och teorier varit utgångspunkten. Slutsatsen vi kan dra av vår studie är att majoriteten av våra respondenter anser att det inte råder balans mellan kvinnors och mäns delaktighet i beslutsfattandet, trots att de tar del av och påverkar i kommunfullmäktige. Det finns likheter och skillnader i respondenternas attityder till könsfördelningen. Minoriteten av respondenterna anser att en jämn könsfördelning har en betydelse för hur kommunalpolitiken ser ut. Vidare anser samtliga respondenter att kvinnornas underrepresentation inte beror på det politiska uppdraget i kommunfullmäktige, utan snarare på de svårigheterna med att kombinera politiken med det övriga livet. / The study investigates female politicians in the city council in a small municipality in Västra Götaland County. Since the women in this municipality are an underrepresented group, we find it relevant to study female politicians in the municipality. We intend to answer the following questions: How do female municipal politicians feel their influence in the city council? What attitudes do female municipal politicians have for gender distribution in the city council? How do female municipal politicians argue about the underlying factors that underlie women's underrepresentation in the city council? The study is a qualitative study, where we used semistructured interviews where respondents are five female politicians who are represented in the city council. The interviews were conducted with the help of an interview guide that was created through an analysis chart where questions, previous research and theories were the starting point. The conclusion we can deduce from our study is that all respondents take part and influence the city council. The majority of our respondents consider that there is no balance between the participation of women and men in decision making. There are similarities and differences in respondents' attitudes towards gender segregation. The minority of respondents believe that even gender distribution has a bearing on how municipal policy looks. Furthermore, all respondents consider that women's underrepresentation does not depend on the political task of the City Council, but rather on the difficulties of combining policy with the rest of life.

Näringslivet kantas av en stundande underrepresentation av kvinnor på toppositioner. Därav är syftet med studien att skapa en förståelse kring vad det innebär och hur det upplevs för kvinnor att nå toppositioner i mansdominerade branscher. Vi kommer också att belysa vilka möjligheter och utmaningar kvinnorna fått möta under sin karriärväg till den toppositionen de idag besitter. Vår ambition är att undersöka den kvinnliga närvaron i toppskiktets upplevelser och erfarenheter av att vara minoritet i en svensk kontext. Studien bygger på en kvalitativ forskningsmetod med det empiriska insamlade materialet bestående av 8 stycken intervjuer med kvinnor i ledande befattning i högt uppsatt position verksamma inom olika, till synes mansdominerade branscher, runt om i Skåne, Blekinge och Västra Götaland. För att till fullo förstå den sociala företeelse som studeras, har vi konstruerat en teoretisk referensram som inkluderar relevanta teorier för studien. Vår studie resulterade i att kvinnor till största del anställs till en topposition utav män för att ersätta en annan man då organisationen befinner sig under mindre stabila förutsättningar. Resultaten visar på att de faktorer som gynnat kvinnorna i deras karriärväg är personliga egenskaper, kompetens och nätverk. Kvinnorna upplever utmaningar i de höga toppositionerna genom olika strukturella hinder till följd av deras könstillhörighet som kvinnor i många avseenden skapar själva. En reflektion från resultatet är därför att en jämställdhet i toppskiktet och en jämnare maktfördelning skulle leda till nyansering och ökad lönsamhet men framförallt leda till en jämnare könsfördelning fördelaktigt utifrån moral och social rättvisa. Sammanfattningsvis har vi kunnat fastställa att jämställdhetsprocessen förändras långsamt i toppskiktet, till följd av ökade institutionella krav från omvärlden. / *: Business life is edged by an imminent underrepresentation of women in top positions. Hence, the aim of the study is to create an understanding of what it means and how it has felt for women to reach top positions in male-dominated industries. We will also highlight the opportunities and challenges the women had to face during their career path to the top position they hold today. Our ambition is to investigate the female presence in the top layer's experiences and experiences of being a minority in a Swedish context. The study is based on a qualitative research method with the empirically collected material consisting of 8 interviews with women in senior positions in high-ranking positions active in various, seemingly male-dominated industries, around Skåne, Blekinge and Västra Götaland. To fully understand the social phenomenon that studies, we have constructed a theoretical frame of reference that includes relevant theories for study. Our study resulted in that women mostly being hired to a top position by men to replace a man when the organization is under less stable conditions. The results show that factors that have benefited women in their career path are personal characteristics, competence and networks. The women experience challenges in the high top positions through various structural obstacles as a result of their gender, which women in many respects create themselves. A reflection from the result is therefore that equality in the top layer and a more even distribution of power would lead to nuance and increased profitability, but above all lead to a more even gender distribution advantageously based on morality and social justice. In summary, we have been able to determine that the equality process is changing slowly in the top layer, as a result of increased institutional demands from the outside world. This thesis is written in Swedish.