{"title":"Surrendering to Gender in Education? Complacency and the Woman Leader","authors":"A. Johnson","doi":"10.13014/K24B2ZGC","DOIUrl":"https://doi.org/10.13014/K24B2ZGC","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123744467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined current women leaders’ perceptions of the impediments to advancement at the community college. The study was guided by research questions addressing perceptions of (a) personal or internal impediments to advancement; (b) organizational or structural impediments to advancement; and (c) organizational cultural impediments to advancement. Additionally, the current study focuses on the setting and size of the community college and how these factors affect women leaders’ perceptions of impediments to leadership advancement. Participants in the study included a nonrandom, purposive sample of senior female leaders at community college leaders at community colleges in the eleven-state region of the Southern Association of Colleges and Schools (SACS). One unexpected finding from the current study was the continuing existence of the perception of the “‘good ol’ boys’ network and culture of power” impediment to advancement of women leaders in community colleges. As a result of Journal of Women in Educational Leadership, 2017 2 the passage of time and the advancement of women in business and political sectors as well as educational institutions, colleges would have expectantly progressed past the original “good ol’ boys” networks. In the second decade of the 21st century, women participating in the current study are still reporting the “‘good ol’ boys’ network and culture of power” as the strongest cultural impediment to advancement within their institutions. Based on the findings of this study, recommendations are made to support emerging female leaders as well as to assist search committees and leaders at community colleges.
{"title":"Impediments to the Advancement of Women at Community Colleges","authors":"T. Yearout, Mitchell R. Williams, J. Brenner","doi":"10.13014/K25H7DF7","DOIUrl":"https://doi.org/10.13014/K25H7DF7","url":null,"abstract":"This study examined current women leaders’ perceptions of the impediments to advancement at the community college. The study was guided by research questions addressing perceptions of (a) personal or internal impediments to advancement; (b) organizational or structural impediments to advancement; and (c) organizational cultural impediments to advancement. Additionally, the current study focuses on the setting and size of the community college and how these factors affect women leaders’ perceptions of impediments to leadership advancement. Participants in the study included a nonrandom, purposive sample of senior female leaders at community college leaders at community colleges in the eleven-state region of the Southern Association of Colleges and Schools (SACS). One unexpected finding from the current study was the continuing existence of the perception of the “‘good ol’ boys’ network and culture of power” impediment to advancement of women leaders in community colleges. As a result of Journal of Women in Educational Leadership, 2017 2 the passage of time and the advancement of women in business and political sectors as well as educational institutions, colleges would have expectantly progressed past the original “good ol’ boys” networks. In the second decade of the 21st century, women participating in the current study are still reporting the “‘good ol’ boys’ network and culture of power” as the strongest cultural impediment to advancement within their institutions. Based on the findings of this study, recommendations are made to support emerging female leaders as well as to assist search committees and leaders at community colleges.","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130932951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For this qualitative research study, interviews with two Latina school leaders revealed their journeys to leadership. The theoretical framework used was Latina critical race theory, feminist theory, and counter storytelling. Identified themes were strong supportive mother, fervent faith, humble beginnings, mentors, intelligent, and challenges not obstacles. These guiding themes serve as a path for Latinas who aspire to public school leadership positions. Journal of Women in Educational Leadership, 2017 2 This research focused on two Latinas who emerged from traditional cultural and familial roles and broke the mold of male school leaders (Quilantan & Menchaca, 2004). They chose to change their mothers’ perceptions of a good Latina and became strong, high-energy school leaders including social media to support their professional development (DelCampo, DelCampo, & DelCampo, 2009). Traditionally, the role for Latinas was to be the nurturer, embrace the family, and assist with the care of their elderly parents (Espinoza, 2015). Traditionally, women were protectors of the home. Latinas learn to be submissive to their parents and their spouses. Mothers equipped their daughters to take care of the family within the home (Gil & Vazquez, 2014). Their community revolved around the family, church, and the activities that happened in those environments. Latinas have a long history of valuing education; however, poverty is one of the obstacles that prevented them from following the pathway to college (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). The findings of this study detail the challenges that two Latina school leaders encountered in universities and the workplace and how they cracked the glass ceiling to achieve the highest school leadership positions. Statement of Problem The opportunities for Latinas to consider college did not emerge until the 1960s with the rise of the civil rights movement (U.S. Department of Education, 2013). At that time, the institutions of higher education began to see a presence of Latinas attending colleges and universities. The teaching profession was the most accessible entry into the work force for Latinas. Teaching became a gold mine for many, as this profession paved a path for Latinas to elevate themselves to levels beyond imagination. Many found that they were using that pathway to professional dreams (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). This study focused on two Latinas who worked their way through the ranks of public school leadership to leadership of school districts. Challenges Latinas Encountered In the 1970s, financial responsibilities seemed overwhelming indicating that a second income was necessary. Although it was not the ideal, many Latinas had to consider a job to help support their families. Menchaca et al . – Latina School Leadership 3 Prioritization of family responsibilities above college attendance was typical (Espinoza, 20
在这个定性研究中，采访了两位拉丁裔学校领导，揭示了他们的领导之旅。使用的理论框架是拉丁批判种族理论、女权主义理论和反叙事理论。确定的主题是强有力的支持母亲，狂热的信仰，谦卑的开始，导师，智慧和挑战而不是障碍。这些指导主题为渴望在公立学校担任领导职务的拉丁裔人提供了一条道路。本研究关注的是两个拉丁裔女性，她们从传统的文化和家庭角色中脱颖而出，打破了男性学校领导的模式(Quilantan & Menchaca, 2004)。他们选择改变母亲对优秀拉丁裔的看法，成为强有力的、充满活力的学校领导者，包括社交媒体来支持他们的专业发展(DelCampo, DelCampo， & DelCampo, 2009)。传统上，拉丁裔的角色是养育者，拥抱家庭，并协助照顾年迈的父母(Espinoza, 2015)。传统上，妇女是家庭的保护者。拉丁美洲人学着顺从他们的父母和配偶。母亲让她们的女儿有能力在家里照顾家庭(Gil & Vazquez, 2014)。他们的社区以家庭、教堂和在这些环境中发生的活动为中心。拉丁美洲人重视教育的历史悠久;然而，贫困是阻碍他们走上大学之路的障碍之一(Gandara & White House Initiative on Educational Excellence for hispanic, 2015)。本研究的结果详细介绍了两位拉丁裔学校领导在大学和工作场所遇到的挑战，以及他们如何打破玻璃天花板，获得最高的学校领导职位。直到20世纪60年代，随着民权运动的兴起，拉丁裔才有机会考虑上大学(美国教育部，2013年)。那时，高等教育机构开始看到拉丁裔学生进入学院和大学。对拉丁美洲人来说，教师职业是最容易进入劳动力市场的。对许多人来说，教学成了一座金矿，因为这个职业为拉丁裔人把自己提升到超乎想象的水平铺平了道路。许多人发现他们正在利用这条途径实现职业梦想(Gandara & White House Initiative on Educational Excellence for hispanic, 2015)。这项研究的重点是两个拉丁裔，他们从公立学校的领导到学区的领导。在20世纪70年代，经济责任似乎势不可挡，这表明第二份收入是必要的。虽然这不是理想的，但许多拉丁美洲人不得不考虑找份工作来养家糊口。Menchaca等人。拉丁裔学校领导将家庭责任优先于大学学业是典型的(Espinoza, 2015)。大多数拉丁裔人在离家近的高等教育机构上学，以确保他们能够帮助承担家庭责任(Sangha, 2012)。拉丁美洲人将教育视为改善自己和家庭生活的渠道，但教育使他们能够离家更近，同时履行家庭义务。通常，上夜校是一种选择，因为这样她们可以整天照顾孩子，晚上把孩子留给父母或丈夫。许多人得到了大家庭的支持，包括儿童保育和交通援助。当拉丁裔学生在陌生而复杂的系统中摸索时，大学环境呈现出独特的挑战。许多拉丁裔人缺乏通过官僚机构获得大学学位所需的技能和知识(U.S. Department of Education, 2013, p.1)。Eva Longoria基金会与美国教育部合作进行的一项研究(2013年)调查了拉丁裔的受教育程度，发现自1975年以来，完成大学学业的拉丁裔只上升了4% (Gandara, Oseguera, Huber, Locks, Ee， & Molina, 2013年)。拉丁裔高中和大学的毕业率略高于拉丁裔，但仍远低于白人女性。在上大学方面，拉丁裔落后于其他族裔的女性(弗洛雷斯，2016)。研究人员发现，尽管拉丁裔完成大学学业的比率几乎是男性的两倍，但她们在很大程度上落后于所有其他女性(弗洛雷斯，2016)。拉丁裔上大学的比例更高，但获得大学学位的人数仍然最少(Gandara & White House Initiative on Educational Excellence for hispanic, 2015)。
{"title":"Latina School Leadership: Breaking the Mold and Rising to the Top","authors":"Velma D. Menchaca, S. Mills, Filomena Leo","doi":"10.13014/K2SF2TC9","DOIUrl":"https://doi.org/10.13014/K2SF2TC9","url":null,"abstract":"For this qualitative research study, interviews with two Latina school leaders revealed their journeys to leadership. The theoretical framework used was Latina critical race theory, feminist theory, and counter storytelling. Identified themes were strong supportive mother, fervent faith, humble beginnings, mentors, intelligent, and challenges not obstacles. These guiding themes serve as a path for Latinas who aspire to public school leadership positions. Journal of Women in Educational Leadership, 2017 2 This research focused on two Latinas who emerged from traditional cultural and familial roles and broke the mold of male school leaders (Quilantan & Menchaca, 2004). They chose to change their mothers’ perceptions of a good Latina and became strong, high-energy school leaders including social media to support their professional development (DelCampo, DelCampo, & DelCampo, 2009). Traditionally, the role for Latinas was to be the nurturer, embrace the family, and assist with the care of their elderly parents (Espinoza, 2015). Traditionally, women were protectors of the home. Latinas learn to be submissive to their parents and their spouses. Mothers equipped their daughters to take care of the family within the home (Gil & Vazquez, 2014). Their community revolved around the family, church, and the activities that happened in those environments. Latinas have a long history of valuing education; however, poverty is one of the obstacles that prevented them from following the pathway to college (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). The findings of this study detail the challenges that two Latina school leaders encountered in universities and the workplace and how they cracked the glass ceiling to achieve the highest school leadership positions. Statement of Problem The opportunities for Latinas to consider college did not emerge until the 1960s with the rise of the civil rights movement (U.S. Department of Education, 2013). At that time, the institutions of higher education began to see a presence of Latinas attending colleges and universities. The teaching profession was the most accessible entry into the work force for Latinas. Teaching became a gold mine for many, as this profession paved a path for Latinas to elevate themselves to levels beyond imagination. Many found that they were using that pathway to professional dreams (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). This study focused on two Latinas who worked their way through the ranks of public school leadership to leadership of school districts. Challenges Latinas Encountered In the 1970s, financial responsibilities seemed overwhelming indicating that a second income was necessary. Although it was not the ideal, many Latinas had to consider a job to help support their families. Menchaca et al . – Latina School Leadership 3 Prioritization of family responsibilities above college attendance was typical (Espinoza, 20","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132002373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Student access to arts education, and the quality of such instruction in the nation’s public schools, continue to be of concern to policymakers, educators, and families. Specifically, research has focused on the questions: To what extent do students receive instruction in the arts? Under what conditions is the instruction provided? The passing of the Every Student Succeeds Act (ESSA) was a significant move by the Senate, as they had not considered K-12 public education legislation on the Senate floor since 2001. Under this federal law, the arts are included as part of a “well-rounded education” requiring that the arts have equal billing with reading, math, science, and other disciplines in K-12 public education. This designation is an acknowledgement of the relevance of the arts in a complete education and means that the arts may be an eligible expenditure of funds for federal education programs (Davidson, B., Kahn, G., & Fitzsimons, I., 2015, p. 2). This research contributes to the discussion of public K-12 arts education funding and programming in the era of the ESSA.
学生接受艺术教育的机会，以及国家公立学校艺术教育的质量，一直是政策制定者、教育工作者和家庭关注的问题。具体来说，研究集中在以下几个问题上:学生在多大程度上接受了艺术方面的指导?在什么情况下提供指导?《每个学生成功法案》(ESSA)的通过是参议院的一项重大举措，因为自2001年以来，他们就没有在参议院审议过K-12公共教育立法。根据这项联邦法律，艺术被纳入“全面教育”的一部分，要求艺术在K-12公共教育中与阅读、数学、科学和其他学科享有同等的地位。这一指定是对艺术在完整教育中的相关性的承认，意味着艺术可能是联邦教育计划资金的合格支出(Davidson, B.， Kahn, G.， & Fitzsimons, I.， 2015, p. 2)。这项研究有助于讨论公共K-12艺术教育资金和计划在ESSA时代。
{"title":"Arts Education Funding","authors":"A. M. Vargas","doi":"10.13014/K21Z42K0","DOIUrl":"https://doi.org/10.13014/K21Z42K0","url":null,"abstract":"Student access to arts education, and the quality of such instruction in the nation’s public schools, continue to be of concern to policymakers, educators, and families. Specifically, research has focused on the questions: To what extent do students receive instruction in the arts? Under what conditions is the instruction provided? The passing of the Every Student Succeeds Act (ESSA) was a significant move by the Senate, as they had not considered K-12 public education legislation on the Senate floor since 2001. Under this federal law, the arts are included as part of a “well-rounded education” requiring that the arts have equal billing with reading, math, science, and other disciplines in K-12 public education. This designation is an acknowledgement of the relevance of the arts in a complete education and means that the arts may be an eligible expenditure of funds for federal education programs (Davidson, B., Kahn, G., & Fitzsimons, I., 2015, p. 2). This research contributes to the discussion of public K-12 arts education funding and programming in the era of the ESSA.","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131337434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Women’s representation on school boards nearly equals that of males. As a result women are ascending to the leadership role of school board president in greater numbers. This qualitative study of female school board presidents examined the phenomenon of being a female school board president. Eight female school board presidents from Illinois participated, responding to interview questions about their role, responsibilities, and relationships with regard to the position of board president. The response data were explored using narrative analysis. The theoretical framework for analysis was based on Bandura’s SelfEfficacy theory. Responses from the interviews were interpreted vis-à-vis themes aligned to three of Bandura’s sources of information for developing self-efficacy: 1) the ability to execute and produce results (Bandura, 1977); 2) triadic reciprocality considering personal factors, behavior, and environmental influences (Bandura, 1986); and 3) mastery experience, vicarious experience, and persuasion of others (Bandura, 1977). This research contributes to a portrait of female school board presidents’ self-efficacy. In addition, it serves as a reflective collection of female leadership experiences characterized by high levels of selfefficacy. School Board Service In Illinois, as in many states across the nation, school board member service is voluntary and has as its purpose the governance of public schools through elected local control. The voluntary nature of school Journal of Women in Educational Leadership, 2017 2 board service assumes there are few obligations. Yet the expectations are often substantial: attending meetings, responding to inquiries and complaints, becoming knowledgeable about school law, policies, and practices, and making decisions affecting students, families, and voters. School board governance is time-consuming and complex, navigating power structures in the schools, in the community, and at the board table (McCarty & Ramsey, 1968). Some school board governance effectiveness is challenged by members motivated by personal agendas or “single-issue concerns” (Mountford & Brunner, 1999, p. 2). Yet school boards realize effective school board governance has a positive effect on improving student achievement in their districts (Iowa School Board Compass, 2000; Goodman and Zimmerman, 2000; Waters & Marzano, 2006). School board member service is valuable for empowering others and building collaborative relationships between school and community, school and local government, school and local business and service groups (Mountford & Brunner, 1999). For many individuals, “school board membership is the highest form of public service” (Carol, Cunningham, Danzberger, Kirst, McCloud, & Usdan, 1986, p. 14), with great responsibility in making decisions that best serve the district’s students. The best decisions are sometimes difficult to arrive at with personal agendas, board member power struggles, and strained superintendent/board
{"title":"Self-Efficacy of Female School Board Presidents","authors":"Vicki VanTuyle, Sandra G. Watkins Dr.","doi":"10.13014/K2BG2M40","DOIUrl":"https://doi.org/10.13014/K2BG2M40","url":null,"abstract":"Women’s representation on school boards nearly equals that of males. As a result women are ascending to the leadership role of school board president in greater numbers. This qualitative study of female school board presidents examined the phenomenon of being a female school board president. Eight female school board presidents from Illinois participated, responding to interview questions about their role, responsibilities, and relationships with regard to the position of board president. The response data were explored using narrative analysis. The theoretical framework for analysis was based on Bandura’s SelfEfficacy theory. Responses from the interviews were interpreted vis-à-vis themes aligned to three of Bandura’s sources of information for developing self-efficacy: 1) the ability to execute and produce results (Bandura, 1977); 2) triadic reciprocality considering personal factors, behavior, and environmental influences (Bandura, 1986); and 3) mastery experience, vicarious experience, and persuasion of others (Bandura, 1977). This research contributes to a portrait of female school board presidents’ self-efficacy. In addition, it serves as a reflective collection of female leadership experiences characterized by high levels of selfefficacy. School Board Service In Illinois, as in many states across the nation, school board member service is voluntary and has as its purpose the governance of public schools through elected local control. The voluntary nature of school Journal of Women in Educational Leadership, 2017 2 board service assumes there are few obligations. Yet the expectations are often substantial: attending meetings, responding to inquiries and complaints, becoming knowledgeable about school law, policies, and practices, and making decisions affecting students, families, and voters. School board governance is time-consuming and complex, navigating power structures in the schools, in the community, and at the board table (McCarty & Ramsey, 1968). Some school board governance effectiveness is challenged by members motivated by personal agendas or “single-issue concerns” (Mountford & Brunner, 1999, p. 2). Yet school boards realize effective school board governance has a positive effect on improving student achievement in their districts (Iowa School Board Compass, 2000; Goodman and Zimmerman, 2000; Waters & Marzano, 2006). School board member service is valuable for empowering others and building collaborative relationships between school and community, school and local government, school and local business and service groups (Mountford & Brunner, 1999). For many individuals, “school board membership is the highest form of public service” (Carol, Cunningham, Danzberger, Kirst, McCloud, & Usdan, 1986, p. 14), with great responsibility in making decisions that best serve the district’s students. The best decisions are sometimes difficult to arrive at with personal agendas, board member power struggles, and strained superintendent/board ","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133459918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this report is to provide an overview of women’s leadership conferences at public research universities. A search of the 2015 Carnegie Classification of Institutes of Higher Education revealed a list of 157 research universities. Of these institutions, 40 held a women’s leadership conference. Implications are discussed in how a women’s leadership conference supports female students opting-in. The story of women and leadership is complicated. According to Eagly and Carli (2007a,b), women are finding their way to leadership positions. A complex labyrinth has replaced absolute barriers, and women exhibit creative and resourceful strategies in navigating a non-linear leadership path (Eagly & Carli, 2007a,b). Although women remain significantly underrepresented in top leadership positions, the labyrinth Eagly and Carli described remains a metaphor of explanation. Journal of Women in Educational Leadership, 2017 2 Issues associated with women’s persistence toward leadership positions begin in the sociological beliefs of a woman’s role and the responsibilities of work and family (Carli & Eagly, 2007; Eagly & Carli, 2007a; Keohane, 2007). Women, regardless of marriage or status, remain closely linked to biased views of work capacity. For example, women are not expected to be the sole source of financial support within a family; and thus, they are perceived to not require the salary that a male peer earns. Women are viewed as the primary caregiver to children; and thus, they may be given less responsibility due to the perception a woman has less time to commit to work-related projects. The bias associated with role congruity (Eagly & Karau, 2010), and how role expectations define the boundaries of a woman’s world, contribute to an overriding shadow on how women’s work is interpreted and rewarded in the leadership domain. The definition of gender and societal roles have changed (Eagly & Carli, 2007a; Rhode & Kellerman, 2007). Men and women share household duties and childcare. The firm boundaries of gender roles are bending. As women’s educational qualifications increase, their presence in leadership positions increases. In 2016, women represented 50.8% of the United States population and earned more than half of all bachelor’s, master’s and doctoral degrees (Catalyst, 2016). Women comprise nearly half the workforce and make-up 36.4% of mid-level management and 25.1% of senior management positions (Catalyst, 2016). The fact that only 4.6% of women lead S&P 500 companies lends credence to an understanding of how women are supported within the labyrinth framework and provides an important context for how women sustain their leadership journeys.
{"title":"A Review of Women’s Leadership Conferences: Ways Public Research Institutions Support Female Students Opting-In","authors":"T. Reis, Marilyn L. Grady","doi":"10.13014/K2J1012P","DOIUrl":"https://doi.org/10.13014/K2J1012P","url":null,"abstract":"The purpose of this report is to provide an overview of women’s leadership conferences at public research universities. A search of the 2015 Carnegie Classification of Institutes of Higher Education revealed a list of 157 research universities. Of these institutions, 40 held a women’s leadership conference. Implications are discussed in how a women’s leadership conference supports female students opting-in. The story of women and leadership is complicated. According to Eagly and Carli (2007a,b), women are finding their way to leadership positions. A complex labyrinth has replaced absolute barriers, and women exhibit creative and resourceful strategies in navigating a non-linear leadership path (Eagly & Carli, 2007a,b). Although women remain significantly underrepresented in top leadership positions, the labyrinth Eagly and Carli described remains a metaphor of explanation. Journal of Women in Educational Leadership, 2017 2 Issues associated with women’s persistence toward leadership positions begin in the sociological beliefs of a woman’s role and the responsibilities of work and family (Carli & Eagly, 2007; Eagly & Carli, 2007a; Keohane, 2007). Women, regardless of marriage or status, remain closely linked to biased views of work capacity. For example, women are not expected to be the sole source of financial support within a family; and thus, they are perceived to not require the salary that a male peer earns. Women are viewed as the primary caregiver to children; and thus, they may be given less responsibility due to the perception a woman has less time to commit to work-related projects. The bias associated with role congruity (Eagly & Karau, 2010), and how role expectations define the boundaries of a woman’s world, contribute to an overriding shadow on how women’s work is interpreted and rewarded in the leadership domain. The definition of gender and societal roles have changed (Eagly & Carli, 2007a; Rhode & Kellerman, 2007). Men and women share household duties and childcare. The firm boundaries of gender roles are bending. As women’s educational qualifications increase, their presence in leadership positions increases. In 2016, women represented 50.8% of the United States population and earned more than half of all bachelor’s, master’s and doctoral degrees (Catalyst, 2016). Women comprise nearly half the workforce and make-up 36.4% of mid-level management and 25.1% of senior management positions (Catalyst, 2016). The fact that only 4.6% of women lead S&P 500 companies lends credence to an understanding of how women are supported within the labyrinth framework and provides an important context for how women sustain their leadership journeys.","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116547004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.32873/unl.dc.jwel.193
Dina Pacis, P. Traynor-Nilsen, J. Marron
{"title":"Building a Culture of Innovation: Breaking Down Silos","authors":"Dina Pacis, P. Traynor-Nilsen, J. Marron","doi":"10.32873/unl.dc.jwel.193","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.193","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125904015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.32873/unl.dc.jwel.195
Terri Deayon
{"title":"Grace Steinberg Day","authors":"Terri Deayon","doi":"10.32873/unl.dc.jwel.195","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.195","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126297996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.32873/unl.dc.jwel.196
K. Rice
{"title":"The Life of Dr. Claire Owens","authors":"K. Rice","doi":"10.32873/unl.dc.jwel.196","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.196","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114789677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.32873/unl.dc.jwel.194
Veronika Cummings
{"title":"Iowa’s “First Lady”: Principal, Superintendent, Professor, and ISTA President","authors":"Veronika Cummings","doi":"10.32873/unl.dc.jwel.194","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.194","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123908781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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