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Women and Men in Education: A National Survey of Gender Distribution in School Systems
... A brief summary of the research devoted to the articulation of barriers which serve to exclude women from school leadership will be presented. Accommodations and strategies, institutional and personal, employed to overcome those barriers will be examined, with reference being made as much as is possible to (Rees, 1990). The most current statistics for Alberta in 1991 indicate that 18.3% of all principals were female, an increase of 2.3% over 1988 when 16% of all principals were female (Alberta Education, 1992). ...
... The proportion of women in Assistant Principalships in Alberta increased from 23. 4% in 1988 to 26.2% in 1989/90 and 28.2% in 1990/ When we consider that a large number of the women identified in positions of added responsibility are in staff positions, supportive, consultative, expertise roles such as consultants and special education teachers, then the limited visibility of women in leadership becomes even more apparent (Rees, 1990). The gender imbalance of women and men in positions of school leadership becomes more evident upon further analysis. ...
... They are working hard at personal, institutional, and socio-political initiatives in order to achieve their goals (Edson, 1988). Women are becoming involved in career planning and preparation programs, acquiring visible leadership experience within the educational community or the community at large (Rees, 1990). Women are aware that they must believe in themselves, be committed, be visible and let people know of their expectations of professional advancement (McIntyre 1991;Porat, 1985). ...
... Although research studies (Baudoux, 1995;Gill, 1995;Ontario Ministry of Education, 1992;Rees, 1990) suggest there is a long way to go in every province before women are well represented in administration, there is no doubt that women's access to leadership positions in schools is a well-established issue and women are likely to continue to enter into administrative positions with school boards. By 1990, eight provincial ministries of education and school boards in six provinces had some form of equal-opportunity, affirmative-action, or employment-equity policy (Rees, 1990, p. 85) designed to improve women's representation in administrative positions. ...
... Robertson, 1996). Sexual harassment policies are unevenly developed across Canada and are non-existent in many locations (Rees, 1990). Where policy exists, it is often inadequate. ...
In Canada over the last 25 years, a variety of approaches to gender equity and schooling has developed. The history of educational research and policy making on this topic reveals how the two activities have been linked, primarily through the work of teachers and their organizations. Although sex-role socialization theory has been most influential in shaping government policies and pedagogical practices, teachers also have drawn on a wider body of research to inform their work in schools. /// Au cours des 25 dernières années au Canada, diverses approches ont été élaborées en matière d'égalité des sexes à l'école. L'histoire de la recherche en éducation et de l'établissement des politiques sur ce sujet révèle comment les deux activités sont reliées, surtout à travers le travail des enseignants et des établissements auxquels ils sont rattachés. Bien que la théorie de l'apprentissage social des rôles sexuels ait beaucoup influencé l'élaboration des politiques gouvernementales et des pratiques pédagogiques, les enseignants se fondent sur un corpus de recherche plus vaste pour orienter leur travail à l'école.
... What is even more disconcerting is that women's involvement in formal positions of leadership drops off sharply as one moves through the school system -from elementary through to secondary school and then into postsecondary institutions. While women constitute about 35% of the elementary school principalship, women comprise about 10% of the secondary school principalship in Canada (Rees, 1990); and to date, only eight of eighty-nine Canadian universities and affiliates (or 9%) have women as their chief executive officers (Canadian Education Association, 1997). ...
The purpose of the paper is to describe some experiences of a female Associate Dean in a university faculty in terms of the Marshall (1984) typology of power to reveal its changing nature — evolving from a traditional perspective of having power over others towards one of a "web of relations" (Burbules, 1986). The typology, broadened through the literature review, contains five components of power: power over others, a traditional perspective; structural factors; power through others or facilitative power; power with others or empowerment; and personal power. The experiences of the author reveal that she sees herself as having little power over others and having many aspects of personal power. This finding is similar to two previous studies with women as managers (Adler, Laney, & Packer, 1993; Millers & Cummins, 1992). However, the author self-reflects that most of her power is facilitative power, although she believes that the ideal form we should strive for in the university would be empowerment, where the leader is the web builder so that others can be creating and generating power.
... This is contrary to persistent yet erroneous popular beliefs and publications regarding male dominance in educational administration. Consult, for instance, Coulter & McNay (1995) who base their assertions about male patriarchal administrative dominance in education on research from the 1980s, including Women and men in education: A national survey of gender distribution in school systems (Rees, 1990), as does Martino (2008b) citing Teachers: The culture and politics of work (Lawn & Grace, 1987), and an English context, thereby selectively ignoring current data that decries the implications of the lack of male teachers in England as role models for boys. 1 Furthermore, research on men's experiences in teaching is often framed in a discourse of " backlash " against women's progress and equity (Martino, 2008b), and encapsulated in a supposed " myth " of the boy crisis (von Drehle, July 26, 2007). Such rhetoric is an attempt to silence research on boys and men, and maintain problematic yet widespread theories of patriarchal hegemony that permeate every aspect of society from media and popular culture to our educational, medical, and legal systems. ...
There is a perceived shortage of males in education provincially and nationally in Canada, particularly at the primary and junior levels. Some barriers to males becoming teachers include the impression that teachers are overworked and underpaid, that men are less nurturing than women, and that it is inappropriate for men to be working with young children due to perception of their dangerous sexualities. Also, boys progressively score less well than girls on provincial, national, and international achievement tests in several areas, and some link this to the shortage of male role models in our schools. Ultimately, increasing numbers of researchers, teachers, administrators, and members of the public identify the need for more men to serve as role models, which has resulted in significant controversy. My theoretical framework derives from queer theory, questioning the fluidity of discourse and identities, and troubling accepted, commonplace beliefs, knowledge, and practices. To this end, I interpret data from an online survey of 223 male primary/junior school teachers in Ontario, Canada. The results are startling, and call into question some commonly accepted truths about male teachers as role models. In particular in this paper, I will critically address male primary-junior teachers as role models along the lines of race, sexual orientation, and culture, regarding two popular ideologies: firstly, that of good teachers who can supposedly teach all pupils regardless of their own identity markers, and sense of agency, or those of their pupils and larger communities, and secondly, notions of diversity to offset hegemonic male gender expectations, and to better reflect diversity in the broader school and social populations while counterbalancing the overwhelming numbers of female role models in school and at home for children.
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