Advancing Women in Leadership Journal
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Female Leaders in Educational Administration: Sabotage within our Own Ranks
Get PDFProfessional women in Australia have an interesting term for what happens to talented and outspoken females who rise quickly in their fields. They call it the "tall poppy syndrome" because a poppy that grows higher than the rest often gets its head lopped off (Polley, 1996). Such a phenomenon also occurs with women who achieve success in the field of educational administration, "the blue flamers" (Funk, 2000), who rise quickly through the ranks but are often not supported and even sabotaged by other women who work with them. Many females in educational leadership positions in the United States experience a spectrum of types of negative treatment from female teachers to female superintendents that can be defined as horizontal violence--a term used here to describe the harm that some women do to other women in the educational workplace. An illustration of a non-supportive female, a Texas superintendent, was described by Skrla and Benestante (1998) who were spurned and summarily ignored by the female superintendent when they tried to give her brochures regarding the Texas Council of Women School Executives (TCWSE) at the annual superintendents\u27 conference
How Do Junior Faculty Compete for Research Dollars? : Implications for Women
Get PDFInstitutions of higher learning are currently encountering numerous financial problems. These problems present several dilemmas for faculty such as questions concerning their workload and the demand for more accountability of how their time is spent. Women and junior faculty are the two groups most negatively affected by the demand for greater productivity and the demand for accountability (Meyer, 1998). One approach to handling this financial crisis is for faculty to seek external funds to support their research projects. Limited research dollars are available so faculty must be skillful in how to acquire them and must be aggressive when competing for them. Acquiring and competing for these limited funds are important issues to faculty because tenure and promotion decisions are based on successful research
Literature Review of The University Teaching Trap of Academic Women
Get PDFCommonplace division of labor practices in Canadian academia favor a forty percent focus on each of teaching and research, with a twenty percent focus on service. The social climate, workplace culture, and social structure of academe often burdens women faculty with excessive teaching responsibilities. This may inhibit both their career success, and personal work-life balance. The absence of workplace policies, career and institutional support often encumbers women faculty and produces inequities in the workplace triggering what is defined as the "teaching trap". Smaller universities, financial cutbacks in the university system, and the general neglect of the needs of women academics serves to maintain both unfair, and unequal treatment of women scholars in the academy. The implications of these issues are discussed.Keywords: Women faculty, university teaching trap, workplace culture, structural barriers, Canad
Women in Transition: A Mission of Service
Get PDFWhen women are appointed to leadership positons, they enter existing social groups with established norms, beliefs, and assumptions that guide interactions and relationships. This process is complex for all newly appointed leaders, but it is particularly difficult for those who are different-in ethnicity, race, or gender- from traditional incumbents in leadership roles
Double Discrimination: An Examination of the Career Destinations of Muslim Women in Britain
Get PDFFor most Muslim women, it is these changing circumstances, this ebb and flow in the fortunes of Muslim communities that they have had to negotiate and which the young generation of Muslim women growing up in this country are now confronting. This generation of respondents perceived that there is a lack of comprehension by the older generation of the teachings of the Qu\u27ran. They believe that this older generation is bound by culture rather than religion while they themselves, are more educated and aware of the \u27precise\u27 teachings of Islam.
Paradigm Shift: A Perspective on Omani Women in Management in the Sultanate of Oman
Get PDFOrganizations need talented women in their core jobs, therefore, not only for reasons of social fairness, important though that is, but because many of those women will have the kinds of attitudes and attributes that the new flat flexible organizations need. If they screen out the women they will handicap their future. Charles Hand
Reflections of a Female School Executive
Get PDFWomen rising in school leadership positions is becoming more of a reality than in years past. I believe this accomplishment is attributed to women taking more control of their careers instead of acting in a passive role waiting to be selected or appointed
Comparing Two Female Superintendents\u27 First Years: Challenges and Successes
Get PDFThis article investigates the journeys of two first-year female superintendents. A qualitative descriptive analysis of the superintendents\u27 journals reveals not only how their experiences differed, but what factors contributed to a more positive or negative first year as a superintendent: (a) the superintendents\u27 relationship with their school board; (b) their ability to network within the school community; and (c) the school district\u27s willingness to change. This article provides insights into how different professional environments can help or challenge a new superintendent, as well as recommendations for maneuvering through these environments
Mentoring: A model for cultivating leadership competencies in Kenyan women religious
Get PDFEncouraging leadership development in African women religious is an essential strategy to build their confidence to take on leadership positions and execute decisions efficiently in their organizations. Using twelve Kenyan women religious participants of a three-year, Hilton Foundation-supported Sisters Leadership Development Initiative (SLDI) program, this qualitative case study examines the role of mentoring as a strategy to propagate meaningful leadership competencies and transfer of knowledge and skills to the trainees\u27 ministries and communities. Also, the study assesses the best instructional practices used to deliver instruction to facilitate transfer of skills to the trainees\u27 workplaces. The design of the study was drawn from the diffusion of innovation theory (Rogers, 2003). Methodology consisted of on-site, in-depth interviews and field observations of the skills trainees practiced in their ministries. Findings indicate that mentoring is a fundamental strategy that cultivated both career functions, to carry on leadership duties efficiently, and psychosocial support to improve work performance in mentors and mentees. The mentorship relationship generated a new level of discourse in their ministerial management; they became agents of change, and increased their self-efficacy and personal and professional growth. Using both international and local faculty enhanced instruction and multiple leadership perspectives. The study confirms that on-the-job mentoring programs can be a strategy to encourage women in Kenya to take on leadership positions and can build confidence, self-efficacy and a capacity to respond to complex organizational challenges
The Role of Interpreters in Sense-Making by Women Leaders
Get PDFIn this study, we examine individual sense-making by women leaders using meta-synthesis, a modification of meta-ethnography, to analyze 11 vignettes written by women leaders published in three prior studies. The data were coded and the text analyzed, to create a new interpretation from the existing qualitative studies. Two theoretical lenses informed this study: gendered leadership in education contexts and sense-making. The data were organized into five categories and common to all was the finding that the women leaders tested their perceptions of events as a form of sense-making. Using Dervin\u27s (2003) "situations-gaps-users" model we determined that most of the women relied upon interpreters (who in general are neither formal mentors nor advisors) to help them bridge information gaps