Gender and headship in the twenty-first century

Conclusions and recommendations

The 2004 survey of women and men headteachers confirms that there are still
gender related barriers to becoming a headteacher and gender issues once in post.
These are most apparent for women in the secondary sector, but women primary and
special school heads also experience some discrimination on the basis of gender.
To a lesser extent there are gender related barriers for men in primary education
relating to young children and managing female staff, but it is generally recognised
that men may have an advantage and be preferred for their 'rarity' value.

To what extent has the situation changed since the latter part of the 1990s when
women and men secondary headteachers responded to the same questions as in the
2004 survey? How different are the reported experiences of primary and secondary
schools headteachers?

The summary of findings from the 1990s in the introduction is compared directly with
the 2004 findings below (secondary heads only), and this is followed by a brief
comparison of the major differences between secondary and primary heads
experience, and finally some recommendations for school leadership, national
programmes and further research.

Discrimination and gender related
barriers 1990s

Women secondary heads felt isolated
as leaders, with about two thirds
reporting experience of discrimination
and sexism, and feeling at some time
that they have to justify their existence
as women leaders. The male heads
did not question their situation as
leaders

Stereotypes about women identified
them with the more 'domestic' and
caring role in schools.

The most common example of sexism
in interviews related to the family
commitments of the women.

Women were favoured as heads of all-
girls' schools. Becoming a woman
head of a co-ed or boys' school was
comparatively more difficult.

There were geographical differences,
with women more likely to be a head in
London and other metropolitan areas
and less likely to be a head in the shire
counties.

Mentoring and the existence of role
models were particularly important to
women.

Discrimination and gender related
barriers 2004

Women secondary heads can feel
somewhat isolated as leaders, with at
least half reporting experience of
discrimination and sexism, and 70 per
cent feeling at some time that they
have to justify their existence as
women leaders. The male heads did
not question their situation as leaders

Stereotypes are much less likely to
identify them with the more 'domestic'
and caring role in schools.

The most common example of sexism
in interviews relates to the family
commitments of the women.

Fewer respondents are from all-girls'
schools. Becoming a woman head of
a co-ed or boys' school is
comparatively more difficult.

There are geographical differences,
with women more likely to be a head in
London and Birmingham and less
likely to be a head elsewhere.

Mentoring and the existence of role
models are particularly important to
women.

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