Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender

Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender

Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender a...

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Bibliographic Details
Main Authors: Lauren P. Bailes, Sarah Guthery
Format: Article
Language:English
Published: SAGE Publishing 2020-05-01
Series:AERA Open
Online Access:https://doi.org/10.1177/2332858420929298
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spelling doaj-576b1526dd5149dd88f61fdb1ac5eef62020-11-25T03:56:50ZengSAGE PublishingAERA Open2332-85842020-05-01610.1177/2332858420929298Held Down and Held Back: Systematically Delayed Principal Promotions by Race and GenderLauren P. BailesSarah GutheryRecent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.https://doi.org/10.1177/2332858420929298
collection DOAJ
language English
format Article
sources DOAJ
author Lauren P. Bailes
Sarah Guthery
spellingShingle Lauren P. Bailes
Sarah Guthery
Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
AERA Open
author_facet Lauren P. Bailes
Sarah Guthery
author_sort Lauren P. Bailes
title Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
title_short Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
title_full Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
title_fullStr Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
title_full_unstemmed Held Down and Held Back: Systematically Delayed Principal Promotions by Race and Gender
title_sort held down and held back: systematically delayed principal promotions by race and gender
publisher SAGE Publishing
series AERA Open
issn 2332-8584
publishDate 2020-05-01
description Recent scholarship highlights the many benefits of diversity among principals, including improved teacher retention and student outcomes. We use survival analysis to assess the probability and time to promotion for 4,689 assistant principals in Texas from 2001 to 2017. We find that race and gender are associated with the probability of promotion to school leadership. Holding education, experience, school level, and urbanicity constant, Black principals are least likely to be promoted and wait longer for promotion when compared to White assistant principals. Additionally, findings suggest that even though women have over a year more experience on average before being promoted to assistant principal, they are less likely to be promoted to high school principal, and when they are, it is after a longer assistant principalship.
url https://doi.org/10.1177/2332858420929298
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AT sarahguthery helddownandheldbacksystematicallydelayedprincipalpromotionsbyraceandgender
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