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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: Role of the School Leader
Gender IssuesJournal Articles (CIJE)Spicing It Up: Blending Perspectives of Leadership and Cultural Values from Hispanic American and African American Women Scholars. Author: Louque, Angela Availability: The Haworth Press, 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: Education Leadership Review, v3 n2 p28-31 Spr 2002 Publication Date: 2002 ISSN: 1532-0723 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2003 Abstract: Report of a study of the dynamics of cultural values and leadership characteristics from the perspective of Hispanic American and African American women scholars. The results provide insight on "spicing" up definitions of leadership while stressing the importance of viewing women of color as leaders. (Contains 1 table and 24 references.) (AUTHOR/WFA) EJ659198 EA540351 Career Paths Identified by Female Superintendents in Texas. Author: Skrobarcek, Sharon A.; Stark, Stephen L. Availability: The Haworth Press, 10 Alice St., Binghamton, NY 13904-1580. Journal Citation: Education Leadership Review, v3 n2 p8-16 Spr 2002 Publication Date: 2002 ISSN: 1532-0723 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAY2003 Abstract: The total population of 340 Texas school female superintendents and assistant, associate, and deputy superintendents was identified. Resulting information included career paths, demographics, and educational backgrounds. The principalship was found to be the most significant career path for females to superintendency. (Contains 2 tables and 26 references.) (AUTHOR) Descriptors: Career Awareness; *Career Planning; Elementary Secondary Education; Employed Women; *Instructional Leadership; Occupational Surveys; Principals; School Administration; *Superintendents; *Women Administrators EJ630867 EA538575 Leadership and Gender: An Australian Perspective. Author: Collard, John L. Availability: Journal Citation: Educational Management & Administration, v29 n3 p343-55 Jul 2001 Publication Date: 2001 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJFEB2002 Abstract: Reports on a broad-scale leadership and gender study, based on research on 400 principals in Victoria, Australia, between 1996-99. Although findings confirm previous claims concerning significant differences in female and male leaders' perceptions and beliefs, they acknowledge the importance of organizational cultures, value systems, and same-sex differences. (MLH) Descriptors: *Administrator Attitudes; Beliefs; Elementary Secondary Education; Females; Foreign Countries; *Gender Issues; *Leadership Styles; Males; *Principals; Questionnaires; *Sex Differences; Surveys; *Women Administrators; Work Environment Identifiers: *Australia (Victoria); Management Practices EJ612863 EA537462 Gender-based Perceptions of the Challenges, Changes, and Essential Skills of the Principalship. Author: Kochan, Frances K.; Spencer, William A.; Mathews, Jerry G. Availability: Journal Citation: Journal of School Leadership, v10 n4 p290-310 Jul 2000 Publication Date: 2000 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJMAR2001 Abstract: Investigated (Alabama) principals' role perceptions and possible gender influences. Results show the principal's job has changed significantly during the past 5 years. Male and female respondents agreed about challenges and necessary skills, but differed on role perceptions. Women were more global and team-oriented; men were more managerial. (Contains 37 references.) (MLH) Descriptors: *Administrator Attitudes; *Administrator Role; Elementary Secondary Education; Gender Issues; Job Skills; *Leadership Styles; *Principals; *Role Perception; *Sex Differences; Women Administrators Identifiers: Administrator Surveys; *Alabama EJ609561 EA537185 Essentials of Female Management: Women's Ways of Working in the Education Market Place? Author: Reay, Diane; Ball, Stephen Availability: Journal Citation: Educational Management & Administration, v28 n2 p145-59 Apr 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142); Reports--Research (143) Journal Announcement: CIJJAN2001 Abstract: Argues that gendered identities are in context more fluid and shifting than depicted in feminist leadership texts, drawing on a small case study of female (British) headteachers. Femininities are varied and shaped by the roles women undertake, the leadership context, and the amount of power women have access to. (Contains 65 references.) (MLH) Descriptors: Case Studies; *Context Effect; Elementary Secondary Education; Femininity; Feminism; Foreign Countries; Gender Issues; Interviews; *Leadership Styles; *Misconceptions; Politics of Education; Power Structure; *Principals; School Administration; *Sex Differences; Textbooks; Theory Practice Relationship; *Women Administrators Identifiers: *England EJ609560 EA537184 Women Managing/Managing Women: The Marginalization of Female Leadership in Rural School Settings. Author: Sherman, Ann Availability: Journal Citation: Educational Management & Administration, v28 n2 p133-43 Apr 2000 Publication Date: 2000 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2001 Abstract: Examines 21 female administrators' accounts of their experience in a rural Nova Scotia school district. Presents preliminary findings of these women's own responses, resistances, and initiatives while attempting to legitimize and implement their preferred leadership styles, which stressed relationships, instructional leadership, communication, and connections. (Contains 19 references.) (MLH) Descriptors: *Administrator Characteristics; Communication (Thought Transfer); Elementary Secondary Education; *Equal Opportunities (Jobs); Foreign Countries; Instructional Leadership; Interpersonal Competence; Interviews; *Leadership Styles; Participative Decision Making; Personality Traits; *Professional Isolation; Resistance to Change; Rural Schools; *Sex Differences; Teamwork; *Women Administrators Identifiers: *Nova Scotia EJ606426 EA537050 Successful Women Superintendents: Developing as Leaders, Learning from Failure. Author: Pankake, Anita M.; Schroth, Gwen; Funk, Carole Availability: Journal Citation: ERS Spectrum, v18 n1 p3-13 Win 2000 Publication Date: 2000 ISSN: 0740-7874 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV2000 Abstract: In a Texas study, six successful women superintendents identified vision, passion and commitment, promotion of leadership in others, integrity, knowledge, and stamina as important leadership qualities. Family support, varied work experiences, mentors, formal education, turning points, and failure played important roles in their leadership development. (MLH) Descriptors: *Administrator Effectiveness; Elementary Secondary Education; *Failure; Interviews; *Leadership Qualities; *Learning; *Superintendents; *Work Experience Identifiers: Commitment; Knowledge Development; *Texas EJ601148 EA536646 Women at the Top. Author: Vail, Kathleen Availability: Journal Citation: American School Board Journal, v186 n12 p20-24 Dec 1999 Publication Date: 1999 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAUG2000 Abstract: Profiles Diana Lam, Gerry House, and Esperanza Zendejas, who accomplished what few women do: they became school superintendents. Qualified female candidates for superintendents are out there. School boards need to pay attention to the way they hire personnel and focus on leadership skills. In addition, boards can support professional memberships and conferences designed for women administrators. (MLF) Descriptors: Administrator Behavior; *Administrator Selection; Boards of Education; Elementary Secondary Education; *Leadership Styles; Occupational Information; Public Schools; *Sex Bias; *Superintendents; Urban Schools; *Women Administrators; Work Attitudes Target Audience: Administrators; Policymakers; Practitioners EJ598750 CG554645 Women in Leadership: Living with the Constraints of the Glass Ceiling. Author: Clark, M. Carolyn; Caffarella, Rosemary S.; Ingram, Peggy B. Availability: Journal Citation: Initiatives, v59 n1 p65-76 Spr 1999 Publication Date: 1999 ISSN: 1042-413X Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJUL2000 Abstract: Explores how women managers construct their career paths, how they negotiate the demands of their professional and personal lives, and how being a woman impacts career development. Results indicate very little gender awareness among the women interviewed despite the experiences of gender discrimination experienced in their careers. (GCP) Descriptors: *Career Development; Career Planning; *Leadership; *Sex Bias; *Sex Role; *Women Administrators Identifiers: *Glass Ceiling EJ594376 UD521793 Feminist Educational Leadership: Locating the Concepts in Practice. Author: Strachan, Jane Availability: Journal Citation: Gender and Education, v11 n3 p309-22 Sep 1999 Publication Date: 1999 ISSN: 0954-0253 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR2000 Abstract: Studied the feminist educational leadership of three coeducational secondary school principals in New Zealand. Findings show that each was committed to many of the same ideals, but each approached these goals in a unique way dependent on their individual value systems and the needs of their students. (SLD) Descriptors: *Administrator Attitudes; *Educational Administration; Elementary Education; *Females; Foreign Countries; *Instructional Leadership; *Principals; Student Characteristics; *Values Identifiers: *New Zealand Descriptive Terms: Special issue titled "Gender and (Management) Education." EJ589445 EA536116 Taking Risks: A Requirement of the New Superintendency. Author: Brunner, C. Cryss Availability: Journal Citation: Journal of School Leadership, v9 n4 p290-310 Jul 1999 Publication Date: 1999 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJFEB2000 Abstract: Risk-taking is a critical leadership factor neglected in educational literature. A four-year national study explored risk-taking in the narratives of 12 women superintendents. These women had life circumstances (community and challenge) and personal characteristics (courage and curiosity) that helped them relax and take risks. (60 references) (MLH) Descriptors: *Administrator Role; Curiosity; Elementary Secondary Education; *Leadership Responsibility; *Risk; *Superintendents; *Women Administrators Identifiers: Courage EJ587654 EA536030 Feminine Faces of Leadership: Beyond Structural- Functionalism? Author: Fennell, Hope-Arlene Availability: Journal Citation: Journal of School Leadership, v9 n3 p254-85 May 1999 Publication Date: 1999 ISSN: 1052-6846 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2000 Abstract: Reviews four philosophical leadership perspectives: structural-functionalism, constructivism, critical theory, and feminism. Explores the leadership phenomenon through the eyes of six women principals. Although the behaviors of all six fall within a structural-functionalist perspective, each is attempting to construct inclusive, positive, and enabling leadership practices. (39 references) (MLH) Descriptors: *Administrator Behavior; Critical Theory; Elementary Secondary Education; Feminism; *Leadership; *Principals; *School Administration; *Women Administrators Identifiers: *Management Practices; Social Constructivism; *Transformational Leadership EJ587637 EA536001 Feminist Educational Leadership in a New Zealand Neo-Liberal Context. Author: Strachan, Jane Availability: Journal Citation: Journal of Educational Administration, v37 n2 p121-38 1999 Publication Date: 1999 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJJAN2000 Abstract: Uses a qualitative, feminist, case-study methodology to research the feminist leadership of three women secondary principals in New Zealand. Being student-focused was central to feminist educational leaders' practice within a neoliberal context demanding increased financial, accountability, and marketing responsibilities. They prevailed by working long hours. (48 references) (MLH) Descriptors: *Administrator Responsibility; Case Studies; Context Effect; Faculty Workload; *Feminism; Foreign Countries; *Leadership Styles; Pilot Projects; *Principals; Qualitative Research; Secondary Education; *Student Centered Curriculum; *Women Administrators Identifiers: Neoliberalism; *New Zealand EJ583611 EA535679 Power in the Principalship: Four Women's Experiences. Author: Fennell, Hope-Arlene Availability: Journal Citation: Journal of Educational Administration, v37 n1 p23-49 1999 Publication Date: 1999 ISSN: 0957-8234 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJNOV1999 Abstract: Explores four women elementary principals' experiences with power in their working lives. Themes emerging through in-depth interviews included empowerment and positive, negative, and traditional power. These are discussed through three lenses: dominance, facilitation ("power through"), and "power with." All interviewees actively employed facilitative and "power with" leadership practices. (41 references) (MLH) Descriptors: Elementary Education; *Empowerment; Foreign Countries; Interviews; *Leadership Styles; Politics of Education; *Power Structure; *Principals; Sex Differences; *Women Administrators; *Work Environment Identifiers: *Canada EJ583576 EA535472 Review Symposium; Dancing on the Ceiling: A Study of Women Managers in Education, by Valerie Hall. London: Paul Chapman, 1996. Author: Hall, Valerie; Gronn, Peter; Jenkin, Mazda; Power, Sally; Reynolds, Cecilia Availability: Journal Citation: Educational Management & Administration, v27 n1 p99-116 Jan 1999 Publication Date: 1999 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Test/questionnaires (160) Journal Announcement: CIJNOV1999 Abstract: Hall and four colleagues review "Dancing on the Ceiling: A Study of Women Managers in Education" (Paul Chapman, 1996). Reviewers agree that Hall's profiles of six British elementary and secondary women headteachers should improve readers' understanding of female managers' development and their preference for "soft," collaborative leadership styles. (MLH) Descriptors: Elementary Secondary Education; Foreign Countries; *Leadership Styles; *Politics of Education; Power Structure; *Principals; *Sex Bias; *Women Administrators Identifiers: *England; *Glass Ceiling EJ583134 CE534362 Women, Leadership and Information Technology. The Impact of Women Leaders in Organizations and the Role in Integrating Information Technology with Corporate Strategy. Author: Colwill, Jenni; Townsend, Jill Availability: Journal Citation: Journal of Management Development, v18 n3 p207-15 1999 Publication Date: 1999 ISSN: 0262-1711 Language: English Document Type: Information Analysis (070); Journal articles (080) Journal Announcement: CIJNOV1999 Abstract: Organizational values are changing in an information technology environment and as more women enter management. A blend of "male" and "female" values is becoming essential to successful leadership of organizations in a global context. (SK) Descriptors: Administrator Characteristics; Corporations; *Information Technology; *Leadership Qualities; Sex Differences; Strategic Planning; *Values; *Women Administrators EJ575262 EA535237 From Lady Teacher to Professional: A Case Study of Some of the First Headteachers of Girls' Secondary Schools in England. Author: Watts, Ruth Availability: Journal Citation: Educational Management & Administration, v26 n4 p339-51 Oct 1998 Publication Date: 1998 ISSN: 0263-211X Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJUL1999 Abstract: Investigates women headteachers' professional identity and leadership styles, returning readers to the late 19th century, when the first (British) secondary schools for girls were established. Explores various issues, such as sensible dress, girls' sports, health education, and extracurricular activities, employing case studies of three Birmingham secondary-school headmistresses' careers. (31 references) (MLH) Descriptors: Access to Education; Case Studies; Dress Codes; *Educational History; Equal Education; Extracurricular Activities; *Females; Foreign Countries; Health Education; *Leadership Styles; *Principals; *School Administration; Secondary Education; *Teaching (Occupation); Womens Athletics; Womens Education Identifiers: England (Birmingham); *Professionalization of Teaching EJ569767 CE533273 Demographics and Leadership Philosophy: Exploring Gender Differences. Author: Korac-Kakabadse, Andrew; Korac-Kakabadse, Nada; Myers, Andrew Availability: Journal Citation: Journal of Management Development, v17 n5 p351-88 1998 Publication Date: 1998 ISSN: 0262-1711 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJAPR1999 Abstract: A study of 569 men and 145 women managers in Australian public service and 406 men and 108 women managers in the British National Health Services found no significant gender differences in leadership characteristics. Job and organizational tenure and senior management experience had more influence than gender on the formation of leadership philosophy. (SK) Descriptors: *Administrators; Demography; Foreign Countries; *Leadership Qualities; Middle Management; *Sex Differences Identifiers: Australia; United Kingdom EJ562542 EA534518 A Feminist Perspective of Women Superintendents' Approaches to Moral Dilemmas. Author: Grogan, Margaret; Smith, Francie Availability: Journal Citation: Journal for a Just and Caring Education v4 n2 p176-92 Apr 1998 Publication Date: 1998-00-00 ISSN: ISSN-1076-285X Language: English Document Type: Journal Articles (080); Reports (142) Journal Announcement: CIJOCT1998 Abstract: Considers the moral dimension of educational leadership, based on the lived experiences of 11 women superintendents. Examines interviewees' perceived options in resolving moral dilemmas that defy adherence to policy. Most evident is superintendents' reliance on localized knowledge of particular people, capacity to imagine the other's situation, and the ethic of care guiding choices of action. (29 references) (MLH) Descriptors: Elementary Secondary Education; *Ethics; *Leadership; *Moral Values; School Policy; *Superintendents; *Women Administrators Identifiers: *Caring EJ562541 EA534517 Can Power Support an Ethic of Care? An Examination of the Professional Practices of Women Superintendents. Author: Brunner, C. Cryss Availability: Journal Citation: Journal for a Just and Caring Education v4 n2 p142-75 Apr 1998 Publication Date: 1998-00-00 ISSN: ISSN-1076-285X Language: English Document Type: Information Analyses (070); Journal Articles (080); Reports (143) Journal Announcement: CIJOCT1998 Abstract: Drawing on relevant literature and a qualitative study of 13 women superintendents, this article explains why an ethic of care is essential. Many women in positions of power use a collaborative, social-production model because they are uncomfortable with a social-control model and because they believe relationships are important. Study participants' ethics model was based on taking care of relationships and children. (107 references) (MLH) Descriptors: Elementary Secondary Education; *Ethics; *Leadership Qualities; *Politics of Education; *Power Structure; *Superintendents; *Women Administrators Identifiers: *Caring Documents (RIE)Women as School Executives: Research and Reflections on Educational Leadership. Author: Korcheck, Stephanie A., Ed.; Reese, Marianne, Ed. Institutional Author: Texas Association of School Administrators, Austin. Texas Council of Women School Executives.(BBB32722) Availability: Texas Council of Women School Executives, 406 East 11th Street, Austin, TX 78701-2617. Tel: 512-477-6361; Fax 512-482-8658; Web site: http://www.tasanet.org/TCWSE/. Publication Date: 2002 Language: English Document Type: Book (010); Collected works--General (020) Journal Announcement: RIESEP2003 Abstract: AB- This monograph is a collection of articles on research and reflection by faculty and practitioners on educational leadership. Part I, "Leading a Learning Organization," contains the following articles: "Emotional Intelligence and Leading a Learning Organization" (C. Sue McCullough); "Women's Leadership Through Agency" (Jennie Billot); "Mary Parker Follett and the Constructive Use of Conflict" (Mike Boone); "Characteristics of Effective Women School Leaders" (Jean M. Haar); "Teacher Empowerment in Texas Schools: Exploding Gender Differences in the Leadership of Texas Principals" (Gordon S. Gates and Dorothy Siskin); "The University of Wyoming Leadership Belief Matrix: Putting a Frame on Leadership" (William Berube, Suzanne Morrison, Kristi VonKrosigk, and David Stader); "The Role of the Campus Leader in Shaping the Culture of a New School" (Deborah E. Stine); "Texas Women Principals; Why Were We Hired?" (Karen Sue Bradley and Jack A. Bradley); "Selecting a Superintendent by More than Just the Cover" (Jody C. Isernhagen); "Defining and Developing Leadership: A Study of Twelve Successful Texas Superintendents" (Anita Pankake, Gwen Schroth, and Carole Funk); "In Focus" (Tommye P. Boyd); "Transforming Learning Organizations: Taproot Leadership" (Karen A. Hays); "Knotting the Score" (Virginia Wuebker); "Observations from a Pioneer" (Lu Stephens); "Success" (Carole Funk); "The Five H's of Educational Leadership: Hope, Help, Heart, and Health or...Oh, Hell!" (Jerry Austin). Part II, "The Socialization Phenomenon," contains the following articles: "Dissembling Among the Good Ol' Boys: Female Senior Educational Leaders in Southern Appalachia" (Anna Hicks McFadden and Penny Smith); "Women in Elementary School Leadership: Challenge and Change" (Linda J. Gutsch); "Administrator Preparation Programs: Do Universities Advance or Inhibit Females?" (Gay Goodman); "Women in Academia: A Review of Women's Status, Barriers, and Leadership Issues" (Christine Herber); "The Politics of Being Married in Academe: Strange Brew" (Jo and Joseph Blase); "Sexism, Safety, and Sports" (Linda Medaris); "Few Female Superintendents...A Self-Fulfilling Prophesy?" (Vickie Kivell Phelps). Part III, "Recruiting and Mentoring Prospective Women Leaders," contains the following articles: "A Perspective on Mentoring Female Professors in Educational Administration Programs" (Trudy A. Salsberry); "Using Current and Former School Administrators to Enrich Administrator Preparation Programs" (Travis W. Twiford); "Gendered Perspectives of Superintendent Preparation Programs" (Genevieve Brown, Beverly J. Irby, and Claudia C. Islet); "Landing the Right Superintendency: Making a Good Match" (Sandra Lowery, Russell Marshall, and Sandra Harris); "Barriers to Seeking Administrative Positions: We're Closing the Wrong Gap" (Christi Buell, Gwen Schroth, and Melinda DeFelice); "Facilitating the Paradigm Shift: A Win-Win Mentoring Strategy for Increasing the Numbers of Women and Minorities in Educational Leadership" (Sandra Lee Gupton); "Hispanic Women in Educational Leadership: Barriers to and Strategies for Career Advancement" (Carolyn McCreight); "The Changing Face of School Leadership" (Cazilda Campos Steele); "Women School Leaders: Lessons of Experience" (Lynn K. Bradshaw and Joy C. Phillips); "Southeast Missouri Principal's Academy: A Model for School Districts and Universities to Develop Educational Leaders for the Future" (Robert Buchanan); "Women Educational Administrators in Australia: Some Issues, Some Directions" (Lisa Catherine Ehrich); "Weaver of a Leader" (Jamie Smith); "Keeping Our Plates Aloft: A Reflection on Women and Work" (Marla McGhee); "Diana Lam: A Cinderella Story" (Carole Funk); "Eleven or Matryoshkas" (Marilyn L. Grady); "Passing the Torch" (Carole Funk). Part IV, "Renewing Women in Leadership Positions," contains the following articles: "Growth of Critical Analysis Through Practical Inquiry: Impact on Leadership" (Betty J. Alford); "Successful Job Hunting Descriptors: Elementary Secondary Education; Employed Women; *Gender Issues; *Instructional Leadership; Leadership Styles; Leadership Training; Principals; Sex Bias; Sex Discrimination; Superintendents; *Women Administrators; *Women Faculty; Womens Education Geographic Source: U.S.; Texas ED468339 EA031943 Can You Be an Effective Principal When You Don't Smoke, Swing a Club, or Ride a Harley? Author: Jacobs, Jacqueline E. Availability: Advancing Women In Leadership, Department of Educational Leadership & Counseling, P.O. Box 2119, Sam Houston State University, Huntsville, TX 77341-2119. Tel: 936-294-1147; Fax: 936-294-3886; Web site: http://advancingwomen.com. For full text: http://www.advancingwomen.com/awl/winter2002/jacobs.html. Publication Date: 2002 Language: English Document Type: Journal articles (080) Journal Announcement: RIEAPR2003 Abstract: Socialization, once known as "fraternization," among superintendents and principals is a standard practice in educational administration. Socializing with colleagues is one way superintendents and principals, as leaders, enhance the teaching and learning environment for which they are responsible. The opportunity to share with and learn from other administrators is important for professional development. Yet, this paper asserts, social groups and social activities among administrators are generally split along gender lines, and women administrators often feel excluded. The paper cites several specific examples of "after-work" activities proposed by administrators that, by their very nature, seemingly exclude either women or men administrators. This implied exclusion of either gender is more than an issue of equity, the paper contends. For the future success of schools, women and men administrators must find ways to share with and learn from each other. (WFA) Descriptors: *Administrator Attitudes; *Administrator Behavior; *Collegiality; Elementary Secondary Education; Females; *Gender Issues; *Leadership Qualities; Principals; *Women Administrators Geographic Source: U.S.; Texas ED460949 SP038648 Women's Conflicts as They Are Mentored into Educational Leadership in Public Schools. Author: Gardiner, Mary E.; Grogan, Margaret; Enomoto, Ernestine Availability: Team Nutrition, P.O. Box 0812, Rockville, MD 20848-0812. Fax: 301-770-5164. Web site: www.usda.gov/fcs/team.htm. Publication Date: March 31, 1999 Language: English Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEJUN2002 Descriptors: Elementary Secondary Education; *Females; Feminism; *Leadership Training; *Mentors; *Minority Group Teachers; *Public Schools; Racial Discrimination; Sex Differences; Sex Discrimination; Teacher Attitudes; Teacher Collaboration; Teacher Role; *Women Administrators Identifiers: *Educational Leadership; Poststructuralism Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Washington ED460929 SO033545 New Rules for the Game: How Women Leaders Resist Socialization to Old Norms. Author: Williamson, Ronald D.; Hudson, Martha B. Availability: ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408-2698. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. Publication Date: April 2001 Language: English Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEJUN2002 Abstract: An investigation examined the way in which specific women were selected for and inducted into school leadership. Each had graduated from a newly designed preparation program built around state and national standards, focused on teaching and learning as the central role of schools, and committed to collaborative approaches as the best way to achieve shared goals. Pressures on women to conform to traditional norms for school leaders as they entered school leadership were examined. The investigation also explored any impact that gender-associated leadership preferences had on their socialization. A multiple case study approach was selected and data sources used were primary and naturalistic in nature (statements, documents, and observations). The 15 students in the study graduated with clear ideas about leadership and their preferences for leadership style. They had studied the concept of socialization and knew that during their transition into leadership they would encounter both explicit and implicit expectations for their role. The ten students interviewed indicated an awareness of socialization. Confidence grounded in competence characterized all of the program's graduates. Most attributed some of their success to resisting socialization during their preparation. Their knowledge of who they were, what they stood for, and how to work with people were connected to their graduate studies. The women identified several characteristics associated with a feminine style as important to their success as assistant principals and principals. (Contains 2 tables and 91 references.) (BT) Descriptors: Educational Research; Elementary Secondary Education; Females; *Gender Issues; Graduate Study; Higher Education; *Leadership; *School Administration; *Socialization; *Women Administrators Identifiers: Leadership Effectiveness Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Geographic Source: U.S.; North Carolina ED454606 EA031104 A Meta-Analysis of Research: Hispanic Women in Leadership. Author: McCreight, Carolyn Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 2001 Language: English Pages: 9 Document Type: Information Analysis (070) Journal Announcement: RIEDEC2001 Abstract: This report summarizes the pattern of employment in education for women and minorities from colonial times to the present. Initially, women taught basic skills to young children, and men taught in secondary schools, academies, and colleges. By the 1900s, administration was seen as separate from teaching. Women were seen as better at understanding children, and men were seen as leaders. Women currently compose nearly 42 percent of K-8 principalships, and they occupied 20 percent of superintendencies as of 1994. The minority composition of administrators has only been tracked since 1960. In 1993, 16 percent of administrators were minorities, with 4.1 percent identified as Hispanic. Research on female Hispanic administrators has been limited to California and the Northwest. One possible barrier to potential minority administrators may be the informal selecting of proteges for mentorship by practicing administrators, who statistically are more likely to be male and not members of a minority. These administrators may tend to choose a protege of the same gender or ethnicity. (RKJ) Descriptors: Elementary Secondary Education; *Hispanic Americans; *Leadership; *Meta Analysis; *Minority Group Teachers; *Women Administrators; *Women Faculty Identifiers: Dame Schools; National Center for Educational Statistics Geographic Source: U.S.; Texas ED450444 EA030833 Principles of Power: Women Superintendents and the Riddle of the Heart. Author: Brunner, C. Cryss Availability: State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-4570-4, $22.95). Tel: 800-666-2211; Fax: 800-688-2877; E-mail: orderbook@cupserv.org; Web site: http://www.sunypress.edu. Publication Date: 2000 ISBN: 0-7914-4570-4 Language: English Pages: 200 Document Type: Book (010); Information Analysis (070) Journal Announcement: RIEAUG2001 Abstract: Though less reliant on military images, women administrators have also used, and been required to use, battle models of leadership. Those who operate under different leadership assumptions have only recently received professional acceptance. The work of Carlos Castenada reveals how the Yaqui Indians trained their spiritual leaders (their "warriors") by combining masculine and feminine forces, and he explores seven significant "Principles of Power" characteristic of both male and female warriors. Interviews with 12 female superintendents reveal the applicability of these principles to their professional lives. Principle 1, "Knowing the Battleground," focuses on the importance of expectations unique to women in a traditionally male-dominated position of authority. Principle 2, "Discarding the Unnecessary," explores sacrifices women superintendents must make. Principle 3, "Choosing Battles," explains challenges women face trying to meet students' needs. Principle 4, "Taking Risks," explores the need to take risks. Principle 5, "Seeking Retreat," examines the use of mental and emotional retreats. Principle 6, "Compressing Time," explains that female superintendents must be "time leaders" with a broad appreciation of multiple, intersecting realities. Principle 7, "Exercising Power," reviews the nature of exercising power under the collaborative models that power research reveals are characteristic of women leaders. Success in practicing the seven principles is revealed in the ability of these women to laugh at themselves, remain patient, and improvise in ways appropriate to the situations they confront as superintendents and as women. (TEJ) Descriptors: Administrators; Collegiality; Cooperation; Decision Making; Elementary Secondary Education; Imagery; *Leadership Styles; Metaphors; *Organizational Climate; *Participative Decision Making; Political Power; *Power Structure; Professional Development; Risk; Self Evaluation (Individuals); Social Networks; *Superintendents; Theory Practice Relationship; *Women Administrators Identifiers: New York Descriptive Terms: A volume in the SUNY series "Women in Education"; Margaret Grogan, editor. For others in the series, see ED 430 916 and ED 443 163. Geographic Source: U.S.; New York ED443163 EA030471 Balancing Acts: Women Principals at Work. Author: Smulyan, Lisa Institutional Author: State Univ. of New York, Albany.(QPX82950) Availability: State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (paperback: ISBN-0-7914-4518-6, $22.95; hardcover: ISBN-0-7914-4517-8, $68l.50); Tel: 800-666-2211; Fax: 800-688-2877; E-mail: orderbook@cupserv.org. Publication Date: 2000 ISBN: 0-7914-4518-6 Language: English Pages: 288 Document Type: Book (010); Information Analysis (070) Journal Announcement: RIEJAN2001 Abstract: This book uses life history and ethnography to examine the lives and work of three female elementary school principals and highlights their daily use of personal and professional skills. The principals' personal backgrounds and their effect on their work are examined within the community they serve, their school, and the historical and social structures that frame their actions and interactions. The book's goal is to illustrate the complex interactions between women administrators' personal and professional lives and the social and cultural frameworks within which they work. By developing a detailed picture of the principals' daily experiences, the tensions that arise can be examined when a community, an institution, and a principal experience differences in class, race, religion, and expectations about gender and age. To understand how principals operate effectively in schools, their actions and responses in contexts within which they work must be examined. These contexts include the "personal context of the individual"; the "community context"; the "institutional context," which includes two components--the people in position of power who control process and product and the structural regularities of schools and districts that govern the actions of school principals--and the "historical and social context," which encompasses and reflects all of the others. (Contains 182 references, chapter notes, and an index.) (DFR) Descriptors: *Administrator Role; Elementary Secondary Education; *Leadership; *Power Structure; *Principals; Professional Recognition; Public Schools; *Sex Discrimination; Sex Role; *Women Administrators Geographic Source: U.S.; New York ED438602 EA030236 Femininity/Masculinity: Hegemonic Normalizations in the Public School Superintendency. Author: Skrla, Linda Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 25 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEAUG2000 Abstract: This paper examines why the training, certification, selection, and promotion of educational administrators ensures both the continuation of white-male dominance and of leaders oriented toward bureaucratic maintenance. The report draws on a poststructural conceptualization of power--the deployment of power through normalization--to provide an alternative perspective on research about women superintendents, one that has begun to accumulate over the past decade. The text focuses on how normalization of the superintendency, which began after World War II, has lead to productive effects of power. This normalization created the desires, behaviors, rules, and practices of societal institutions such as schools. The paper describes the underlying normalization that structures the discourses and practices of educational administration, and how these normalizations operate reciprocally at both individual and group levels. It discusses how the normalization of femininity/masculinity perpetuated male dominance in the superintendency, and how the superintendency became defined at the organizational level of schooling as a masculine role. It reframes the findings of several recent research studies on the superintendency, highlighting such issues as the lack of discussion by female school administrators concerning gender roles in their work, the conception that women lack ambition to rise to the superintendency, and the roles of leadership styles and power. (Contains 38 references.) (RJM) Descriptors: Educational Administration; Elementary Secondary Education; Females; *Femininity; *Instructional Leadership; Males; *Masculinity; Public Schools; *Sex Stereotypes; *Social Attitudes; *Superintendents; Women Administrators Identifiers: Poststructuralism Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Texas ED432038 EA029901 The Perfect Match: A Case Study of a First Year Woman Principal. Author: Duncan, P. Kay; Seguin, Cynthia Anast; Spaulding, Wendy Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: April 1999 Language: English Pages: 14 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIEDEC1999 Abstract: This paper presents a case study illustrating the experiences of a first-year elementary-school principal. It follows her through her 18 months on the job, and analyzes the factors contributing to her ouster. The data for the study were gathered through two interviews with the principal and interviews with five other persons in her school district. It relates the principal's positive impressions of her first year on the job and her firm conviction that she had won the trust of her teachers. However, interviews with others revealed that teachers felt that the principal was trying to change too many things too rapidly and that she had little respect for the ways in which teachers had handled situations in the past. Although the principal had enjoyed some successes in her first year, having met all of her goals, teacher resentment continued to grow and undermined their respect for the principal. She was perceived as a foreigner in this small-town school, which, combined with her perceived abrasive style, increased the staff's alienation. Speculations about what the principal could have done to save her position are offered, but her inability to listen to her teachers and their ideas and opinions doomed any such hope of acceptance. (RJM) Descriptors: *Beginning Principals; Case Studies; Educational Change; Elementary Secondary Education; Females; *Instructional Leadership; *Leadership Styles; *Principals; Resistance to Change; School Administration; Teacher Attitudes; *Women Administrators Identifiers: Texas Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Kansas ED431232 EA029879 The Changing Face of the Principalship in Alabama: Role, Perceptions, and Gender. Author: Kochan, Frances K.; Spencer, William A.; Mathews, Jerry Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 1999 Language: English Pages: 30 Document Type: Reports--Research (143); Speeches/meeting papers (150) Journal Announcement: RIENOV1999 Abstract: This paper examines the principalship in Alabama. It focuses on the "individual role conception" of the principalship as perceived by those in that role and investigates whether gender affected these perceptions. For the research, principals were asked to provide personal demographic and professional information and to respond to three open-ended questions: What are the three greatest challenges you faced as a starting administrator in this position? What are the three most significant ways in which your presently held position is changing or has changed in the last 5 years? What do you consider to be the five most important skills a new administrator in your position needs to possess? A survey was developed and sent to all principals in Alabama (N=1303). Findings from 514 principals were used for this study. The findings suggest that external pressures, particularly those related to state mandates, the budgeting system, and accountability measures, have increased stress, paperwork, and workload. Male and female principals perceived their roles in similar ways. However, women viewed the tasks before them and the ways in which they must deal with them in a more global manner than did males. For example, they identified the need to make the facilities more inviting because they recognized the impact of "deteriorating facilities" on morale. Women thought in terms of developing a broad base of skills rather than only dealing with a particular task or issue. (RJM) Descriptors: *Administrator Attitudes; Administrator Role; Elementary Secondary Education; *Instructional Leadership; Leadership Responsibility; *Principals; *School Administration; *Sex Differences Identifiers: *Alabama Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). Geographic Source: U.S.; Alabama ED421748 EA029137 Let My Spirit Soar! Narratives of Diverse Women in School Leadership. Author: Ah Nee-Benham, Maenetta K. P.; Cooper, Joanne E. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paper: ISBN-0-8039-6672-5; $21.95; Cloth: ISBN-0-8039-6671-7; $49.95). Publication Date: 1998 ISBN: 0-8039-6672-5 Language: English Pages: 174 Document Type: Book (010); Reports--Descriptive (141) Journal Announcement: RIEJAN1999 Abstract: A neglected area in school leadership research is that of minority women's leadership. This collection of essays by nine minority women in education draws on their personal experiences creating a profile of the personal differences and leadership characteristics each woman brings to her situation. The text looks at the ways that ethnic women, by virtue of their marginality, find useful ways to balance their home lives and professional lives. They learned to develop and establish webs of support, and they resisted suppression and injustice through nonconfrontation. Four themes resound throughout the text: the pervasive sense of differences; the determination and courage; a sense of compassion for children; and the redefinition of power and authority by developing relationships among equals. The women represent a diverse mix: Filipina, Latina, Cuban, lesbian, Japanese American, African American, Tamil Indian, and Chinese American. Each woman, by relating her personal stories, affords an unusual peek into the qualities of leadership and into personal and professional attributes grounded in gender and ethnicity. (Contains approximately 110 references.) (RJM) Descriptors: Elementary Secondary Education; Ethnic Bias; *Instructional Leadership; Lesbianism; *Minority Groups; Personal Narratives; *Racial Bias; School Supervision; *Sex Discrimination; Sex Stereotypes; Social Bias; *Women Administrators Geographic Source: U.S.; California |