Women's Transition From K-12 to Higher Education Leadership: A Social Cognitive Theory Framework

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Author(s): Shelia S. Brown (University of North Texas at Dallas, USA)
Copyright: 2025
Pages: 38
Source title: Empowering Women in Academia: Improving Methods, Practices, and Approaches for Change and Transformation (IMPACT)
Source Author(s)/Editor(s): Lolita L. Kincade (SUNY Plattsburgh, USA), Alicia Brossette (University of North Texas at Dallas, USA), Constance Lacy (University of North Texas at Dallas, USA)and Crystal Benjamin (University of North Texas at Dallas, USA)
DOI: 10.4018/979-8-3693-8638-5.ch010

Keywords: Education / Gender and Diversity / Higher Education / Information Science Reference

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Abstract

This chapter explores women's transitions from K-12 to higher education leadership through Bandura's social cognitive theory, introducing the Women's Leadership Transition Model. Despite women representing 72% of K-12 educators, they hold only 30.4% of superintendent positions in major U.S. school districts and 23.8% of university president roles. The study examines how self-efficacy, environment, and personal behaviors influence successful transitions. Through case studies and research, findings highlight the importance of mentorship programs, institutional support, and professional development in enhancing women's advancement. The model addresses how personal characteristics, environmental factors, and behavioral elements interact, providing practical recommendations for institutions to create equitable pathways and inclusive cultures that support women's leadership progression in education.

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Women's Transition From K-12 to Higher Education Leadership: A Social Cognitive Theory Framework

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