Advancing Women in Leadership Journal
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Creating Space for Subjectivity: Wandering Discourses of Female/Teacher
Get PDFIn this paper, we draw from a cluster of stories to illustrate the need for new spaces in teacher education where preservice teachers can "speak the unspeakable" in order to open up possibilities in their teacher identities. We want to demonstrate how discourses surrounding what it means to be a teacher restrict preservice teachers\u27 abilities to problem-solve and respond critically to important educational issues. We want to show how discourses silence students to a dangerous politeness where issues of importance are denied discussion. The stories told here lead us to theorize a need for a space where preservice teachers can "speak the unspeakable," and, through this, identify and deconstruct public discourses defining what it means to be "female" and "teacher." Ultimately, we believe that such discussions are imperative if preservice teachers are to be prepared to work with sensitive issues such as gender, race, and class
Magazines: What Adolescent Girls are Reading and the Way They Shape Body Image
Get PDF...this study answers the questions: What are the contents of the magazines that girls read? Who most influences girls\u27 perception of their appearance?, and What does an ideal woman look like?
THE RIGHT WAY TO KISS. LOOK HOT, FEEL GREAT. WOULD YOU DATE THIS GUY? WILL YOU SURVIVE REAL LIFE? 10 WAYS…TO SMELL PRETTY ALL SUMMER. QUIZ: ARE YOU BOY CRAZY? These are headlines in current issues of popular teen magazines Seventeen, CosmoGIRL, and YM. The number of teenagers in this country is on the rise, and magazines and advertisers are desperately vying for the billions of dollars of discretionary income that teenagers spend on entertainment (Dobosz, 2001). However, the teen market is fragmented and fickle, so magazine publishers struggle to keep up with shifting tastes (Merrill, 1999). The traditional "big three" teen magazines are Seventeen, YM, and Teen (Dobosz, 2001; Merrill, 1999; Norton, 2001; Thomsen, Weber, & Brown, 2002). Just these three magazines have a combined readership of over 10 million (Norton, 2001)
Outstanding Female Superintendents: Profiles in Leadership
Get PDFSuffrage efforts in the early 1900s boosted women into educational leadership roles. At this time, superintendents throughout the United States were selected through county elections (Blount,1999). Because many of these county districts had male superintendents who were corrupt and used dishonest financial and administrative practices, women were elected to replace many of the men who had previously held these positions. The victories of these female superintendent were sustained by honesty, credibility, and success in their roles, and by 1930, Blount noted that women held nearly 28% of the nation\u27s superintendencies. In a move to "turn out the ladies," however, male superintendency groups began a national political effort to have school superintendents appointed instead of electing them. These powerful men did not want women to retain their elected positions as superintendents and argued that superintendents should not be elected in public elections that were so "politically charged." The voters did not see through this political ruse and agreed to the appointment of school superintendents instead of an elective process. Because the people who were set up to appoint the superintendents were all men, the women who previously held superintendent positions began to decline; thereafter, males were appointed to nearly all of the superintendent positions across the nation. As a result, female superintendents all but disappeared in the United States after several decades of progress had been made
Hearing the Opus: The Paradox for Women Leaders in the Postmodern University
Get PDFLeading in an organization is much like conducting an orchestra. The conductor must stay one full beat ahead of the orchestra, envisioning the whole opus as it is to be played while keeping a keen ear to the ongoing performance. Filled with unpredictability and contradiction, the musical interpretation of the opus flows through our bodies with great intensity. Sometimes the inclination is to reduce the composition and the performance into distinct parts to better understand the intent of composer, conductor and musicians. Often, this deludes us into the romantic notion that we can reduce the opus into discrete components that explain the unexplainable
Standing on the Promises: The Experiences of Black Women Administrators in Historically Black Institutions
Get PDFEarning a college degree was not easily attainable for Black women during the civil rights movement. As the civil rights movement became a full-scale struggle, like many other Blacks, the Black women administrators in this study confronted and disrupted institutions thought to be responsible for their oppression. This study examines southern leadership discourses of Black women administrators who came from a tradition of protest transmitted across generations by older relatives, black educational institutions, churches, and protest organizations (Morris, 1984). What can an examination of university-level Black women administrators inform with respect to the struggles, challenges, and successes they experience
1998 Essay Contest "Women of Courage," : Sponsored by Research on Women and Education SIG, American Educational Research Association
Get PDFFrom the beginning, women have lived narrowly defined and restricted lives in roles submissive to male dominance, and outlined with barriers and guidelines that limit freedom to express and live openly. It takes special women to bring it upon themselves to break these barriers for the good of all women, sacrificing themselves so the future generations of women that follow can live in a world where they are not forced to believe in male superiority. It takes a special woman to create enough impact to serve as a role model for women of the future. There have been several such women in history who have fought for what is right and what they are passionate about, and who have risen up, despite the rest of the world pushing them down. The lives of Harriet Tubman and Susan B. Anthony were dedicated to the truth and belief in equal rights for all races and genders. These legacies prove that they were women of vision, women of strength, and women of courage
The Educational Leadership of Anna Julia Haywood Cooper
Get PDFAnna Julia Haywood Cooper (1859-1964) was one of the most influential African-American educators of the late 19th and early 20th centuries. Heralded as a community activist, author, and scholar, Cooper dedicated her entire life to the education and empowerment of African-American youth and adults. Her commitment and passionate belief in the power of education as a vehicle to social, economic, and political freedom was a driving force in her life. As a classroom teacher, high school principal, and college president, Cooper initiated and implemented pioneering educational reforms, which reflected her distinctive vision of education for Blacks, females, and working-class people. Cooper\u27s vision of education challenged the dominant discourse concerning how African-Americans, females, and working-class adults should be educated by offering alternative ways of educating these disenfranchised groups. Indeed, her ideals of education were framed by her social location as a Black woman in an era when few Blacks and few women were educated, and when most were disenfranchised
Gendered Emotion Management and Perceptions of Affective Culture in a Military Nonprofit Organization
Get PDFThis paper explores the emotion work conducted by men and women in a nonprofit organization and their perceptions of the feeling rules in the organization. The study found that qualitative differences showing that women performed more emotion work than men were supported by a quantitative survey that measured perceptions of affective culture. Specifically, women were more likely than men to say that the culture of the organization required members to be affectively neutral (p<.007)
Race, Gender, and Leadership: by Parker, Patricia S.
Get PDFThe preface to Race, Gender, and Leadership boldly declares that "this book takes up the charge putforth by cutting edge leadership scholars to envision new forms of leadership for the 21st century" (p. ix). Akey point of the book is that in criticizing traditional "masculine" forms of leadership and arguing insteadfor an alleged "female advantage" or "feminine leadership" style, feminist scholars have done little morethan perpetuate notions of dualism. Furthermore, the model of feminine leadership portrayed in the popularmedia is based on the experiences of a "select few" predominately white middle-class women. As a result,"The female advantage perspective excludes the experiences of African-American women as well as otherwomen of color and of different class statuses" (p. xv). Most important, it ignores the multiculturalperspective that is essential to understanding and advancing leadership development in an age ofglobalization
Coming Full Circle: Mid-Career Women Leaving Administration and Returning to Faculty
Get PDFDepending on how the numbers are viewed, women administrators have either made impactful strides in academe of they are still facing barriers to access and promotion in the administrative ivory towers. Reports show the numbers of female leaders in higher education administration have risen, but whether these data are dramatic or not is more complicated. Numbers may not tell the entire story of women as leaders as their roles and status in academe can be viewed from a variety of social patterns, institutional cultures, and power structures, creating a complex web not simple to digest.
Women administrators at U.S. public institutions increased by less than 1% from 1978 to 1987, from 21.3% to 22.3% of executive positions (“Climbing the Ladder Very Slowly,” 1990). In 1998, women held 24.3% of university and college presidencies, a change of only 3.5% since 1986. By 2001, the success of women in administration showed mixed progress (“Women College Presidents Share Success,” 2001; see also, Office of Women in Higher Education, 2002), and the increase in top female administrators was found mostly in public colleges, not research and doctoral institutions, with significant growth in community colleges. Most female presidents headed schools with 3,000 or fewer students, with the situation explained: “The culture of the community may be less accepting of women in general, but it can be particularly harsh for single and minority women” (in “Women CollegePresidents Share Success,” 2001, para. 9). The American Council of Education found the most difficult road for women seeking administrative positions in higher education was the one where race and gender intersect: “Women of color are underrepresented in academic administration and not just because they’re newer to the pipeline. Prejudice and marginalization bar them from mid- and senior level campus jobs” (Office of Women in Higher Education, 2002, p.1).
Coming full circle, from faculty positions and a return to faculty positions, females interviewed for this article provide a missing piece in the literature on women leaders in higher education – mid-career decisions to leave administrative positions and return to their academic roots of faculty. This study shares interview data from 12 women who have voluntarily or involuntarily left their academic affairs administrative positions and re-entered faculty ranks at their institutions. The voices of these women provide rich insights into why and how mid-career women leave administration and their perceptions of these experiences. Few higher education studies have focused on the end of females’ administrative experiences, and the researchers feel the main reason for the dearth of literature is the continuing struggle for female entrance into administration, especially at upper level positions. After a comprehensive review of literature, the authors found only one study that addressed specifically and qualitatively women exiting administrative roles in institutions of higher education (Schmuck, Hollingsworth, & Lock, 2002)