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Women in Educational Administration
Abstract
The traditional literature in school administration largely ignores women. It tells us little about their past or present lives, nor do we hear of their struggles. Only in the past decade has there begun to be a literature about women in school administration, and only in the past couple of years have scholars begun talking about examining current theory and practice for the impact of gender. This book was written as a response to that vast quantity of literature published on administration and administrators which purports to be comprehensive.
... Several theorists argue that failure to report these data (or report it only in a few countries) may indicate resistance to addressing the underrepresentation of women in educational leadership. Earlier research from the late 1980s and early 1990s (e.g., Shakeshaft 1989, Ozga 1993) report findings indicating that women tended to adopt a different approach to leadership than men. The researchers concluded that to women leaders, relationships with others were central to their actions, teaching and learning were the major foci of their work, their style was more democratic and participatory, they were informal, more caring than men and the line they drew between the private and the professional was blurred. ...
... But a number of studies have shown that women do not have lower aspirations or greater lack of confidence than men (i.e., Papanastasiou 2016). Furthermore, Shakeshaft (1989) denounces the presumed low aspirations and low self-esteem of women as a "blaming the victim" attitude and argues that "using internal barriers as an explanation for women's perceived lack of achievement is inadequate […] It is not the women's psyche that is at fault and thus needs changing, but rather the social structure of society" (pp. 556-7). ...
... While there is a significant corpus of international scholarly literature specifically focusing on women's subordinate status in society and their underrepresentation in educational leadership in particular (e.g., Shakeshaft 1989, Hall 1996, Coleman 2001, Moreau et al. 2007, the attempt to review the relevant local literature revealed in the most acute way the scarcity of pertinent literature and research in Greece. Deligianni and Ziogou (1993), in one of the few comprehensive texts, examine the position of Greek girls/women in society and education since the nineteenth century and explore the issues of women in education and gender differences. ...
Worldwide women constitute the majority of the teaching force, but men are more likely to achieve headship. Internationally a number of scholars working within sociology and the sociology of education have focused on the continued influence of gender on the shaping of identity and choices in relation to leadership, work and home. But in Greece the under-representation of women in educational leadership has received limited attention. Why are there so few women in educational leadership? How are leadership and gender constructed by men and women head teachers and teachers? Are the perceptions of men and women different and gendered? What is the future for women in leadership in Greece?
Papanastasiou uses qualitative data from interviews with men and women head teachers and teachers in Greece and analyzes them using a feminist social constructionist framework to provide some answers to these key questions. In doing so, the book sheds light on social, cultural and political factors that influence women’s potential advancement in educational leadership.
... The career journey of high school principals differs for men and women, with one study describing this journey for a woman as climbing the career ladder in heels [1]. Histories of women in education and educational leadership reveal enduring challenges they experienced while gaining upward career mobility, frequently without the balancing foundational support more typically available to men [2][3][4][5][6][7][8][9][10]. Indeed, research and instruction on educational administration has historically been centered in a male view without considering the unique career journeys and experiences of female administrators [10][11][12][13][14]. ...
... Histories of women in education and educational leadership reveal enduring challenges they experienced while gaining upward career mobility, frequently without the balancing foundational support more typically available to men [2][3][4][5][6][7][8][9][10]. Indeed, research and instruction on educational administration has historically been centered in a male view without considering the unique career journeys and experiences of female administrators [10][11][12][13][14]. ...
The purpose of this study was to increase awareness of the unique professional journey of female high school principals in Utah and to potentially adjust the male-gendered lens through which such leadership positions have traditionally been viewed. A narrative, phenomenological qualitative research approach was used to gather and analyze the career journeys of six female high school principals in Utah. Our findings indicated that female high school principals in Utah have experienced barriers similar to those identified in the relevant literature. Mentored support and examples of inclusive leadership practices assisted these women in moving through and beyond these barriers. Themes included expectations for female high school principals to act more like moms, failure to be recognized as the principal, perceptions of female leadership as unnatural, a woman’s voice not being heard, coaching as an effective career move for men, men freely talking down to women, not considering women for advancement, career-limiting stereotypes, women having to work harder, and the impact of mentors. We suggest that the simple sharing of rich narratives like those in this paper can invite administrators and policy makers to develop an awareness of the unique experiences of female high school principals and facilitate a reconceptualization of the high school principalship both in terms of theory as well as policy.
... Notwithstanding, however, the fact that despite these challenges, most women in management of training institutions do not receive support and encouragement from their representatives of educational institutions to pursue or maintain careers in management (Pont et al., 2018). This argument is seconded by Shakeshaft (2009) who expressed that directors and training board members, in most cases, have a bad attitude of arrogance towards women in management. Chisholm's (2001) view is that women in management lack professional and institutional support which includes limited induction training, and through giving a South African example the research presents a scenario where a research found out that professional and family support was a barrier to women in management positions of training institutions. ...
... Some of these styles are: participative and mentorship. Many researchers have revealed that men and women in educational leadership are different in their leadership styles (Shakeshaft, 2009;Chonya, 2016). Shakeshaft et al. ...
The purpose of this study was to investigate the presumed managing challenges faced by women in the management of vocational institutions in the three-northern hub VTCs of Valombola VTC, Nakayale VTC as well as Eenhana VTC and to suggest ways to cope with these challenges in order to ensure the maximisation of women's potential in their leadership abilities. The questions of study were as follows: What challenges do women face in management positions at EU-Hub VTCs? How do women currently in management at EU-Hub VTCs cope in addressing the perceived challenges? What strategic solutions can be recommended to overcome the experienced leadership or management challenges faced by leading women in general? This research employed a descriptive research design that used a qualitative approach. The target population comprised of female heads of training, and assessment coordinators from three northern state-run vocational training centres in Ohangwena, Oshana and Omusati region respectively. The sample consisted of three female heads of departments who were purposively selected. Semi-structured interviews and observations were used to collect data from the field. The data was analysed based on the research questions. The findings revealed that the challenges the female heads of departments faced included: negative attitudes from stakeholders; staff resistance; gender bias; sex role stereotyping and lack of confidence; and uncontrolled emotions. The study also revealed that most women in management neither receive adequate preparation for their leadership positions nor receive adequate in-service training to equip them with the necessary knowledge and skills to successfully manage their institutions. Furthermore, the study revealed that female heads of departments used transformational styles of leadership to cope with institutional, socio-cultural and psychological challenges.
To cope with dual responsibility challenges, female heads of departments employed house maids to assist them with domestic work and sometimes they received assistance from other family members. Delegating their official duties to their subordinates also helped them cope with role conflict challenges with minimal resistances. Based on these findings the researcher proposed that the Namibia Training Authority (NTA) should embark on personal development programmes to equip women in management with the necessary refresher courses.
... Women have to look after their family, especially children, housework, balancing their work and family makes the burden very heavy. Shakeshaft (1987) regards home and family responsibilities as barriers for female. ...
The present study was undertaken with the main objective of analyzing the determinants of women leadership particpation in select Savings and credit cooperatives of Adama Woreda, Oromia Region, Ethiopia. The study was heavily dependent on primary data source. Semi structured interview schedule was administered to elicit the required information from the women leaders. Two stage sampling technique was employed to select the sample SACCOs and women leaders. In the first stage, SACCO's which are affiliated to Abdi Gudina Saving and Credit Union having both men and women leaders as Board of directors, Control committee, Credit committee, Arbitration committee and Educational committee were selected for the study. As such 25 SACCO's fulfilling the mentioned criteria was considered as study units. At the second stage, by adopting census method all women leaders of the SACCO's were contacted for the study purpose (19 SACCOsX8 =152 + 6 SACCOsX7=42 total 194). Binary logistic regression was used to analyze the determinants of women leadership. The result of the logistic regression shows that independent variables such as age, sex, education level, contact with agent, experience of women leaders, and participation of women leaders in management and business affairs, social participation and cooperative training were found to have positive significant effect in determining women leadership. Nonetheless, variables such as family burden, exposure to mass media, and culture do not have any significant effect in determining the women leadership. The advocacy for gender equality and equity is a clear indication of the falling away of old traditions and structures, where women are regarded as inferior and subservient to men. With this growing questioning of the traditional view of women as limited in capacities and as mainly meant for household works, also comes the questioning of hierarchical structures of social organizations (traditionally dominated by men) as the most effective way of managing people. For instance, in cooperatives, with the growing awareness of the effects of unequal gender relations on the achievement of the goals of cooperatives, women are now provided with more support and opportunities to become a more active part of the organization and to become a significant part of its decision-making bodies. To appropriately respond, women have to think of how these options will make a difference in their lives, and of how taking these options will make a difference in the lives of other people and in the whole organization and society, in general. The thinking starts with having a sense of reality, and with being aware of what it going on-within the self and in the social environment. With their emphasis on the importance of giving equal treatment to all of their members, women and men alike, cooperatives can be considered as an enabling vehicle and environment for women's empowerment. In the same vein, with their representation of half of the population of the world and with their generally proven capacity to share distinctive contributions to organizations, women can be considered as indispensable to cooperatives. Women can bring into their leadership, lots of talents and skills, and varying perspectives and experiences that will enrich and benefit the cooperatives. Women leaders can contribute to increasing the cooperative's competitiveness as businesses in the era of globalization and technology. Hand in hand, women leaders can help the cooperatives become more aware of and responsive to the members' needs that are not traditional coop concerns. Examples of these needs are health care, literacy, child care, violence against women, library facilities, and recreation activities for women. With this background the present study has been proposed to analyse the determinants of women leadership in cooperatives.
... Young and Skrla (2003) explain, "Researchers of gender and educational leadership have centered women in their work and have explored the characteristics of women leaders and the institutional and professional cultures within which they work" (p.1). Researchers use a feminist lens to correct both the invisibility and the historical distortion in male researchers' interpretations of the female experience (Elias, 2022;Harding, 2009;Harstock, 1998;Shakeshaft, 1989). The increasing number of women gaining entry into school leadership warrants an examination of the work lives of these women, as female school leaders often face different challenges than their male counterparts (Collard & Reynolds, 2004). ...
What does it mean to be a good mother? What does it mean to be an effective school leader? These questions elicit a myriad of answers, illustrating the complex roles of mother and leader. The complexities are magnified for those who inhabit both roles. The purpose of this study was to understand the intersectionality of motherhood and educational leadership through the experiences of women who are mothers and leaders in a public school district in North Carolina. In this qualitative study using a phenomenological approach, a focus group was formed to explore participants’ experiences and perceptions of the benefits and conflicts inherent in maintaining the roles of mother and school leader as well as their perceptions of the non-dichotomous relationship of the two roles. Feminist standpoint theory and work/family border theory were utilized as frameworks to inform study design, data collection, and data analysis. Ideas around gendered roles as well as work/family balance were central in our efforts to understand the lived experiences of each participant. Through analysis of each focus group session, followed by an analysis across group sessions, three themes emerged: 1) emotional challenges 2) mother’s ways of leading, and 3) work-life balance. Keywords: Mother/Leader, Women in School Leadership, Feminist Standpoint Theory, Intersection of Motherhood and Leadership
... This slightly higher female enrollment may reflect a trend for women in the US. Research has shown that women in education are increasing seeking the advanced degrees required for promotion (Shakeshaft, 1989). Participants in the study were predominantly educators working in K-12 schools (94%), with a small percentage (6%) working in social service agencies with educational components. ...
The study compared Taiwanese and South Floridian educators’ perspectives on school culture. Participants were enrolled in a master of science program in Educational Leadership at a South Florida university. They completed a survey designed to assess the beliefs and values inherent in school culture Both quantitative and qualitative survey data, when interpreted using the literature in the field, provided insights into the participants’ curriculum and instruction decisions. In addition, the research value of the survey used was affirmed. Also, codes established to describe the micro-level of school culture have potential for expansion into a framework to enhance theory development.
... The history of unequal leadership in America's K-12 schools dates back to their origins, when the superintendency afforded men working in the feminized profession of public education a suitably managerial position (Apple, 1985;Shakeshaft, 1989;Grogan, 1996;Blount, 1998;Skrla, 1999;Skrla et al., 2000;Carrington and McPhee, 2008;Weiner and Burton, 2016). By emphasizing the organizational nature of public-school leadership, the position was essentially created and safeguarded for men as men were, at that time, seen to possess 'agentic' traits such as decisiveness and rationality (Gardiner et al., 2000;Robinson et al., 2017, p. 2). ...
Gender disparity at the leadership level of large (defined by the National Association of Independent Schools as >700 students) K-12 independent schools is a critical and persistent issue in the ongoing effort to foster equity and justice in historically white and male-led independent schools in the United States. Since 2009, the number of women leading all independent schools has increased from 31% to 41% in 2021. However, while a greater number of women lead independent schools today than in years past, they more often achieve the headship in small and K-8 schools and remain less likely (22%) to achieve headship of large (>700) independent schools. Using mixed-methods research including a quantitative survey of 30 of the 45 women leading large, K-12 independent schools in 2020; qualitative follow-up interviews; and analysis of exemplary “leader communications” from the crisis/pandemic school year, this study identifies the role of networking and adaptability literacies in moderating gender bias in the leadership pipeline.
The chapter discusses the thinking that underpins a reconceptualisation of teaching educational leadership within an Australian Master of Education program to a diverse group of international students. Few international students seemed to question the transferability of Western knowledge to other cultures, yet it may be of limited value to their real concerns and issues. This chapter examines possibilities for supporting students to question assumptions of the universalism of Western leadership scholarship and the dominance of the overall northern-centric pattern of global knowledge production (Connell, 2014) as well as how culture and leadership are interwoven.
Rather than subscribing to a single, universal and abstract hierarchy among knowledges, which privileges Western theories, thinking through leadership in its cultural complexities increases the understanding of both the colonising legacies of education leadership (Khalifa et al., 2019) and how decolonising leadership (Cranston & Jean-Paul, 2021) might be achieved through re-examining leadership as a social and political practice (Wilkinson, 2021). Recognising leadership as a culturally bounded and contextually significant process rejects the dominance of leadership models framed on individualistic assumptions portraying a ‘false universalism’ (Wilkinson & Bristol, 2018, p. 13).
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