Advancing Women in Leadership Journal
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In Quest of Excellence, Not Power: Women\u27s Paths to Positions of Influence and Leadership
Get PDFDespite the tremendous advancement of women in Western society, they are still exceedingly underrepresented in positions of leadership and policymaking in the public sphere. This study aims to explore the ways women may overcome the traditional barriers on their path to key positions of influence by examining the factors that contributed to the success of women who have reached senior policymaking positions in their organizations. The study combines qualitative and quantitative methodologies, consisting of in-depth interviews with high-ranking women in different spheres of Israeli society, such as parliament members, directors in the public and private spheres, senior military commanders, and the like, along with self-report questionnaires. The findings identify diverse factors that contributed to the rise of these women to the top, including organizational properties, familial features and personal attributes. Practical recommendations for the advancement of women to influential leadership positions are suggested in accordance with the results
Can you be an effective principal when you don\u27t smoke, swing a club, or ride a Harley?
Get PDFPerhaps, the day will come when men and women administrators will learn with, and from each other, without having to consider whether it earns (or costs them) "brownie point" with the superintendent.
The increasing desire for essential leadership skills that promote collaboration, consensus building, and empowerment of others has resulted in more opportunities for women (Logan, 1998) in educational administration. According to Patterson (1994), there "exists a world view in which gender and racial equity issues are no longer considered to be a problem" (p. 2). And, Logan (1998) suggests, "although problems still persist and much remains to be done to remove gender filters in the workplace, conditions are favorable for advancing gender equity" (p. 4). Yet, at the most basic levels of interaction, administrators may not exhibit collaboration, consensus building and supportive empowerment when interacting with each other. Consider this: if you don\u27t smoke cigars, play golf, or ride a motorcycle, how effective can you be as an administrator? Even when you know something about being a good principal and educational leader, if you don\u27t participate in the social activities supported by the superintendent you can\u27t help but wonder if your teachers and students would be better off if you did. Patterson (1994) reminds us "we live in a society in which white men define and legitimate the dominant culture" (p. 3). This is a tale of how true that still is
Women Transitioning into Leadership: Gender as both Help and Hindrance
Get PDFNewly hired school leaders are confronted by the weight of tradition and prior practice (Hartzell, Williams, & Nelson, 1995; Marshall, 1992). They are frequently counseled to adopt “old” norms about priorities and decision-making. Some find that to gain acceptance they must adhere to values and leadership behaviors counter to those that attracted them to school leadership or were espoused in their preparation (Hartzel et al., 1995; Marshall, 1992).
This paper reports on an investigation of the impact of socialization on new assistant principals, particularly women graduates of a redesigned school leadership preparation program in North Carolina. The subjects of this study were women, therefore the investigation also explored the impact that gender-associated leadership preferences had on their socialization
Visionary Leaders by Design
Get PDFWith the advent of educational accountability and the increase in job related stress, school districts are having a very difficult time getting and keeping quality public school administrators. Administrators across the country are finding themselves being pulled into a million directions. In some cases, administrators are facing each dilemma of the day alone — no assistant principal or key support to help with the stresses and strains they must face as leader of the phenomenon faced in schools. That same phenomenon has also had a great effect on university systems to produce quality administrators who "want" to serve in the leadership capacity. Not only are school districts scrambling to attract certified and qualified leaders, universities are redesigning their leadership programs to try to supply the demands of the public school settings
"THEY HIRED A WOMAN AND A CATHOLIC!" : Dismissal and the Superintendency, Lessons Learned
Get PDF“The obstacle is the path.”Zen Prover
BLACK ACADEMIC WOMEN: PROGRESS BUT NO PARITY
Get PDFAlthough many Black faculty women in this study found teaching personally rewarding as opposed to thepolitics of administration, other concerns such as unclear expectations of scholarly research andambiguous requirements of promotion and tenure continued to be tremendous barriers towardsadvancemen
Beyond Mentoring: Toward an Invitational Academe
Get PDFWhen Title VII of the civil Rights Act of 1964 was passed, it was applauded as a definitive step in controlling sexual discrimination. Title IX of the Education Amendments of 1972 provided further protection for employees and students in educational institutions. These forms of legislation were milestones in the growing movement for women\u27s rights in education and the workplace (Random, Strasburg, & Lipman-Blumen, 1982). Progress was being made. Women were entering fields that historically had been closed to them. Women also were enjoying greater choice in determining the directions their professional lives would take
Educating for Social Justice: The Life and Times of Septima Clark in Review
Get PDFOne of the most important goals of teacher education programs is to train preservice teachers on how to teach for social justice (Atweh, Kemmis, & Weeks, 1998). Educating for social justice is teaching people how to make just and democratic contributions to their communities and society. Many teacher education programs use Jean Piaget\u27s (1963), Lev Vygotsky\u27s (1978), and other male theorists\u27 learning theories to convey this idea to students. Scant research shows how these programs provide minority groups\u27 perspectives on social justice education. This paper fills these voids by highlighting Septima Clark\u27s (1898- 1987) endeavors of teaching for social justice. Septima Clark (1962) was a famous South Carolina educator and Civil Rights leader who used reading and writing to enhance African-American leaders. A lifelong learner, she combined her daily life experiences with the fundamentals of reading and writing to teach African-Americans how to become informed citizens of their communities. During this process, she continuously evolved and elevated her personal and professional philosophy of how to empower other people to change society. As such, her life and legacy bears significant implications for preparing preservice teachers to become lifelong leaders of graduating value-added, needs-satisfying citizens of society
Pedagogical Implications of "Becoming Wide-Awake": Commemorating the Tenth Anniversary of the Publication of Releasing the Imagination by Maxine Green
Get PDFIn my own quest for knowledge and beyond knowledge, wisdom, I read Maxine Greene\u27s book, Releasing the Imagination . I sought guidance from Greene to re-form my own pedagogy related to teacher education. The tenth anniversary of its publication seemed an apropos time to consider its continuing value to educators. After reading and studying this work, I agreed with Elizabeth Vallance (1996) who said,
This book is a hymn to the liberating potential of art, music, dance, and literature as portraits of other imagined worlds. And, it is a forceful argument that those portraits are essential to students\u27 repertoires of images of what it means to be human in a community (p. 102)
However, to further assess the worth of such a work of literature (for a highly poetic sort of prosaic form enlivened this nonfiction writing), it seemed only fair to critique the passion, the presentation, and the awakening of newness within the constructs that the author set for herself. Greene asked readers to examine their present conceptions of reality and consider social and political alternatives that promoted equity for all people. Greene wanted us all to engage our individual and collective imaginations toward the crucial pursuit of reforming education. In particular, she addressed the community of learners constituted by teacher educators, teachers, and students. She wanted to create space for commonly held understandings of teaching and learning processes that included myriad diversities. After acknowledging the unique positionalities of students and teachers from varied backgrounds and experiences, she asked professors to guide all students as they created meaning for their own lives
Standing on the Frontline: Having the Courage to Teach
Get PDFIssues of race, class, and gender along with many other characteristics that define human differences are inextricably woven into the fabric of the social institutions in the United States of America; the university classroom is not excluded. This article discusses the teaching experiences of an African-American woman teaching associate/doctoral student while teaching at a predominantly white institution and the resistance often encountered from students in the form of challenging authority, questioning credibility and/or grades, and other forms of disrespectful behavior that could be subtle and covert. Despite such challenges, the teaching associate discusses ways in which she used various strategies to successfully manage barriers in the classroom. Dealing with issues of social justice in the classroom inevitably creates a level of discomfort for individuals who have never had to deal with these issues; yet, it is critically important to continue to raise the level of awareness for faculty and administrators of the type of issues women and people of color are faced with in the classroom when dealing with these topics.
"When and where I enter, in the quiet, undisputed dignity of my womanhood, without violence and without suing, or special patronage, then and there the whole Negro race enters with me."-Anna Julia Cooper
"As subjects, people have the right to define their own reality, establish their own identities, [and] name their history."-bell hook