Advancing Women in Leadership Journal
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Using Classroom Community to Achieve Gender Equity in Online and Face-to-Face Graduate Classes
Get PDFThe purpose of this study was to determine the degree to which graduate students\u27 perceptions of classroom community in their online and face-to-face classes differed based on gender. Students participating in the study were generally from urban, suburban, and rural school districts in Southwest Texas. All students (144) who were pursuing a master\u27s degree in educational leadership using either face-to-face or online format in the fall semester, 2008 were emailed a survey. Of the 126 surveys returned (88%), 102 participants were selected for this study based on completion of data. Perceptions were measured using the Classroom Community Scale (CCS), which included three measures: Total classroom community, connectedness, and learning. Classroom community in both online and face-to-face classes was evaluated by students who were enrolled during the fall semester, 2008. It was found that after implementing classroom community elements, there were no statistically significant differences in the perceived total classroom community, connectedness, and learning of male and female students attending both face-to-face and online classes. The study also found that there were no statistically significant differences in the perceived total classroom community, connectedness, and learning of male and female students attending only online classes and for those attending only face-to-face classes. Findings suggest that by providing elements of a positive classroom community, university instructors can better meet the needs of male and female graduate students, thus eliminating any potential gender inequities in both face-to-face and online classes
Motivational Factors Influencing Women\u27s Decisions to Pursue Upper-Level Administrative Positions at Land Grant Institutions
Get PDFMuch of the research on women advancing in higher education has been focused on the external barriers and how to break down the barriers. This study acknowledged that external barriers existed, but determined that a new approach needed to be explored for implementing new initiatives geared toward advancing women to upper-level administrative positions (e.g., president, vice-president or provost). Using the elements of Bandura\u27s Model of Reciprocal Determination, specifically self-efficacy, personal behavior, environment, and the interaction of all three, this qualitative study examined women in upper-level administrative positions and investigated what influential factors were responsible for motivating them to this achievemen
Cross-Generational Perspectives on Work-Life Balance and its Impact on Women\u27s Opportunities for Leadership in the Workplace
Get PDFThis qualitative study focuses on how women of three different generations, Generation Y, Generation X and Baby Boomers, view the concept of work-life balance and what relationship these views have to their attainment of workplace leadership positions. Work-life balance was defined differently across the three generations, but the generational lines faded as most women reported struggling with finding a balance. Some women conveyed choosing not to pursue high-level leadership positions as the personal cost was too high. Those who had obtained high-level leadership positions shared what types of support were most effective in helping them juggle personal and professional obligations. A general theory became apparent; the answer for women may not be balancing, but rather integrating work-life commitments
Women\u27s Parliament: The Israeli Experience
Get PDFThe Women\u27s Parliament in Israel is a platform for politics from a feminist perspective, established in November 1989. The article discusses the aims, activities and achievements of this framework on the background of political marginalization, economic discrimination, religious oppression, and cultural objectification of women. The Parliament strives to raise awareness of this reality; to change public discourse and policies; to support women competing over leadership positions. The article also addresses the financial and organizational barriers faced by the Women Parliament\u27s endeavors to bring about fundamental change in the gendered power structure. Consequently, it examines the idea of establishing Women\u27s Parliaments around the world, as a means for global gender change
Perceptions of School Leaders: Exploring School Climate Data Based on Principal Gender and Student Achievement
Get PDFThis project explored the climate data of 33 elementary schools in an urban school system to determine the relationship among perceptions of effective school leadership and student achievement. Data was compiled from teachers (n = 847) at each elementary school in regard to their perceptions of effective leadership of their school principal. Data was compared to student achievement and disaggregated based upon the gender of the principal. In summary, female principals were rated significantly lower on their leadership skills than male principals by their staff. In contrast, when student standardized test data were explored and cross-referenced with the gender of the principal, student achievement at schools with female leadership was comparable with that of elementary sites with male leadership
Considering Principal Evaluation as Means of Renewal, Reflection and Growth
Get PDFIn this article, the author examines the current context of educational leadership evaluations and how this context might be reimagined and operationalized in terms of feminist ideas and ideals in which collaboration, renewal, development and growth are valued throughout the evaluative process. Feminist philosophy is explored and applied to the feedback process for educational leaders, enabling them to sustain and renew in a climate of intense scrutiny and accountability
Increasing the Proportion of Female Superintendents in the 21st Century
Get PDFWith the proportion of females in the superintendency being 23% in 2012, and increasing by only 0.7% annually, it will take nearly 80 years for females to be proportionately represented in public schools. This study sample consisted of 63 female superintendents, representing 51% of the overall population of female superintendents in the 6 southeastern states where the study took place. The 6 states were chosen because each has approximately the national average of female superintendents. Female superintendents in the six southeastern states were asked what advice they would give to aspiring female superintendents and to recommend strategies for increasing the proportion of females in the superintendency. Participants offered valuable advice to aspiring female superintendents on how to navigate the system and be successful. They recommended practical strategies for attracting female candidates and increasing the proportion of females in the superintendency
Reimagining our Academic Journeys through Spiritual Metaphor
Get PDFFour mid-life women examine their individual and collective pilgrimages through, near and around the academy. Our pilgrimages are spiritual, moral, social, and developmental in a variety of ways. Our scholarship reflects these perspectives with language, research frameworks, and metaphors for understanding. We offer women of, within, and about the academy the metaphors as lenses to understand our academic journeys. So much of our language about recent membership in the academy depicts being "other" and about exclusion and indifference, we felt compelled to take a proactive stance about our own journeys. The language of these spiritually-grounded metaphors are a beginning
Crossing Borders: An Analysis of the Characteristics and Attributes of Female Public School Principals
Get PDFThe female principal\u27s role is diverse, fragmented, and involves numerous decisions daily. It is important for women to be able to identify and evaluate their own personal characteristics.
Leadership has been the central focus of research in the field of educational administration. Most studies have largely been based on the experiences of white males (Blackmore, 1989; Capper, 1993; Glazer, 1991) in the field of school administration. Historically, leadership roles have been held by men (Capper, 1993; Sloan, 1999). Because of this social attitude, women have been reluctant to pursue educational, administrative leadership positions (Epp, 1993).
As of the mid-1990‚s, women comprised 50% of the workforce. Women held 13% of management positions, and held only 7% of executive positions (Hagberg, 1998). In the areas of school administration, men outnumber women four to one at the administrative level (Lynch, 1990). "In the years between 1928 and 1984, the number of women principals continually dropped from 55 % to 18%" (Lynch, 1990, p. 336). These data mirror the drop in the representation of women throughout the educational administration field (Capper, 1993; Sloan 1999). While a recent survey of school superintendents indicated that the number of women at all levels of school administration is slowly increasing; women\u27s representation in school administration is far from being proportionate to their numbers in education (Hagberg, 1998; Sloan, 1999). Sloan (1999) reported that the number of Australian female principals have increased from 15.3% in 1991 to 29.5% in 1999. The Australian Department of Education Secretary, Geoff Spring, has increased efforts to train and promote female teachers to administrative positions (Sloan, 1999). At a 1998 conference, Spring said, "Women make up almost 70% of the workforce in school education, are highly qualified and achieving increasing success as they seek and obtain formal leadership roles." He stressed the importance of pride and personal achievement of women in leadership roles but noted, "There is considerable distance to be traveled before women are present in leadership roles in the same ratio as in the education workforce" (Spring, 1998). A special leadership program has been designed for aspiring women educational leaders in Australia to help close the gap (Sloan, 1999).
All women experience barriers. When Black women enter educational administration, there are internal and external barriers to overcome (Gregory, 1999). Gregory (1999) stated that internal barriers are based on both perceptions of one\u27s capability to work in a leadership role, and personal leadership styles. External barriers are described as barriers that an individual has no control over. External barriers might include lack of resources and not being included in collaborative projects. Also, many black women have reported feelings of isolation (Gregory, 1999)
Where\u27s the Joke? The Meaning Behind Sexual Humor
Get PDFTo laugh or not to laugh? That seems to be the question. With every article on workplace stress comes another recommendation for including more humor on the job. However, there is corresponding research showing that office humor may lead to such negative repercussions as sexual harassment charges. In 1980 the Equal Employment Opportunity Commission (EEOC) published the guidelines that define sexual harassment as "Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature" (Rutter, 1997, p. 10). These guidelines also define harassment as the creation of a hostile or intimidating working environment; it is such an environment that serves as the basis for numerous work-related lawsuits. The EEOC classifies unwelcome behavior into seven forms, and according to a U. S. Merit Systems Protection Board study, the most frequent form cited includes "sexual teasing, jokes, remarks, or questions" (Rutter, 1997, p. 11)