Date of Conferral

7-29-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Christina Dawson

Abstract

The problem addressed in this study was the lack of women in K–12 educational technology leadership positions in the United States. The purpose of this basic qualitative study was to explore the experiences of women in K–12 educational technology leadership regarding the challenges and successes they encountered in achieving and maintaining their positions. Feminist standpoint theory formed the framework for this study. Semistructured interviews were conducted with 10 women who were active or former K–12 educational technology leaders in public schools across the country. Open and pattern coding were used to support thematic analysis. An overarching theme of gender bias and discrimination was identified. Key findings included the challenge of navigating the complexity of workplace culture and dynamics as well as the importance of being resilient. The participants exposed systemic and cultural constraints that restrict women’s achievement of leadership positions in K–12 educational technology. The participants described experiences of stereotyping, microaggressions, and the struggle to be heard and respected in spaces dominated by men. Participants’ behaviors when facing barriers highlighted their continued resilience and enhanced self-identities. Recommendations include revisiting hiring and promotion practices, investing in mentorship programs, and fostering organizational cultures that value diverse leadership styles. Positive social change implications include creating more equitable opportunities for women in K–12 educational technology leadership, and thus, enabling female students to envision themselves in such roles.

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