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Pathways to the Principalship: An Event History Analysis of the Careers of Teachers With Principal Certification

Davis, Bradley W.; Gooden, Mark A.; Bowers, Alex J.

Utilizing rich data on nearly 11,000 educators over 17 academic years in a highly diverse context, we examine the career paths of teachers to determine whether and when they transition into the principalship. We utilize a variety of event history analyses, including discrete-time hazard modeling, to determine how an individual’s race, gender, and their combination—among other characteristics—contribute to their likelihood of making this transition. We found that inequitable pathways to the principalship are not explained by systematic differences in personal and contextual characteristics along lines of race and gender but rather that the selection of school leaders may be a process influenced by systemic bias.

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Also Published In

Title
American Educational Research Journal
DOI
https://doi.org/10.3102/0002831216687530

More About This Work

Academic Units
Education Leadership
Published Here
July 18, 2017

Notes

This document is a pre-print of a manuscript published in the journal, American Educational Research Journal. Citation: Davis, B.W., Gooden, M.A., Bowers, A.J. (2017) Pathways to the Principalship: An Event History Analysis of the Careers of Teachers with Administrator Certification. American Educational Research Journal, 54(2), p.207-240. http://journals.sagepub.com/doi/abs/10.3102/0002831216687530

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