《火焰的守护者:性别、种族和K-12教育领导中的精英神话》

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers College Record Pub Date : 2023-08-01 DOI:10.1177/01614681231204665
Sarah Margaret Odell
{"title":"《火焰的守护者:性别、种族和K-12教育领导中的精英神话》","authors":"Sarah Margaret Odell","doi":"10.1177/01614681231204665","DOIUrl":null,"url":null,"abstract":"Purpose: This study is part of a larger study of 18 aspiring school leaders that aims to understand how gender identity and gender performance impacted their experience in the K–12 independent school leadership pipeline. One of the key findings was that meritocracy played an important role in how individuals understood what the outcomes of their ascent to leadership should be. This article focuses on that finding through the voices of aspiring K–12 independent school leaders who have tried to enter the pipeline or have come through the pipeline. Method: This study uses Carol Gilligan’s Listening Guide method of data analysis. It was important to use a method and frame the study in a methodology that enabled marginalized voices to be heard. The Listening Guide requires the research to go through three “listenings” of the data: listening to the landscape, where the researcher takes note of everything that was said in the interview and what was not said; listening for the I, where the researcher makes I poems out of all of the I statements in the interview to hear for a deeper layer of consciousness; and finally, listening for contrapuntal voices, which acknowledges that people speak in multiple voices. Through these three listenings, a voice emerged from the data of the keepers of the flame: White women believed that specific work would guarantee them access to leadership. Findings: White women believe and are complicit in upholding meritocracy while White men articulated meritocracy as a lie that they benefit from. One of the interviewees, Joe, was unique among the men I interviewed—he was the only sitting head of school that I interviewed, and he was the only man who spoke so pointedly about the leadership pipeline advantaging someone like him. Black women, on the other hand, have always known from their racialized and gendered experience of the world that their hard work will be overlooked. This also came through in study interviews with Black women aspiring to leadership. For them, keeping silent is an issue of survival. As Carol Gilligan wrote, the story of women’s voices and women’s silences is not a simple one: It is not a question of one gender or race being above another. Rather, it is a story about resistance. An individual’s belief about how much work is necessary to gain access to leadership proves how White patriarchy centers the pipeline and either enforces silence or enables voice in one’s ability to move up. Meritocracy, and whether or not the individual believed it, turned out to be explicitly tied to one’s gender and racial identities. More diverse school leadership may lead to more equitable independent schools.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":null,"pages":null},"PeriodicalIF":1.3000,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Keepers of the Flame: Gender, Race, and the Myth of Meritocracy in K–12 Educational Leadership\",\"authors\":\"Sarah Margaret Odell\",\"doi\":\"10.1177/01614681231204665\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Purpose: This study is part of a larger study of 18 aspiring school leaders that aims to understand how gender identity and gender performance impacted their experience in the K–12 independent school leadership pipeline. One of the key findings was that meritocracy played an important role in how individuals understood what the outcomes of their ascent to leadership should be. This article focuses on that finding through the voices of aspiring K–12 independent school leaders who have tried to enter the pipeline or have come through the pipeline. Method: This study uses Carol Gilligan’s Listening Guide method of data analysis. It was important to use a method and frame the study in a methodology that enabled marginalized voices to be heard. The Listening Guide requires the research to go through three “listenings” of the data: listening to the landscape, where the researcher takes note of everything that was said in the interview and what was not said; listening for the I, where the researcher makes I poems out of all of the I statements in the interview to hear for a deeper layer of consciousness; and finally, listening for contrapuntal voices, which acknowledges that people speak in multiple voices. Through these three listenings, a voice emerged from the data of the keepers of the flame: White women believed that specific work would guarantee them access to leadership. Findings: White women believe and are complicit in upholding meritocracy while White men articulated meritocracy as a lie that they benefit from. One of the interviewees, Joe, was unique among the men I interviewed—he was the only sitting head of school that I interviewed, and he was the only man who spoke so pointedly about the leadership pipeline advantaging someone like him. Black women, on the other hand, have always known from their racialized and gendered experience of the world that their hard work will be overlooked. This also came through in study interviews with Black women aspiring to leadership. For them, keeping silent is an issue of survival. As Carol Gilligan wrote, the story of women’s voices and women’s silences is not a simple one: It is not a question of one gender or race being above another. Rather, it is a story about resistance. An individual’s belief about how much work is necessary to gain access to leadership proves how White patriarchy centers the pipeline and either enforces silence or enables voice in one’s ability to move up. Meritocracy, and whether or not the individual believed it, turned out to be explicitly tied to one’s gender and racial identities. More diverse school leadership may lead to more equitable independent schools.\",\"PeriodicalId\":48274,\"journal\":{\"name\":\"Teachers College Record\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-08-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Teachers College Record\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/01614681231204665\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Teachers College Record","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/01614681231204665","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

目的:本研究是对18名有抱负的学校领导的更大研究的一部分,旨在了解性别认同和性别表现如何影响他们在K-12独立学校领导管道中的经历。其中一个重要发现是,在个人如何理解自己升任领导的结果方面,精英管理发挥了重要作用。这篇文章主要通过雄心勃勃的K-12独立学校领导的声音来关注这一发现,他们试图进入管道或已经通过管道。方法:本研究采用Carol Gilligan的听力指南方法进行数据分析。重要的是使用一种方法,并以一种能够听取边缘化声音的方法来组织这项研究。《倾听指南》要求研究人员对数据进行三次“倾听”:倾听整体情况,研究人员注意到采访中所说的一切和没有说的一切;倾听“我”,研究者从访谈中所有的“我”语句中提炼出“我”的诗来倾听更深层次的意识;最后,听对位的声音,它承认人们用多种声音说话。通过这三次倾听,一个声音从“火炬守护者”的数据中浮现出来:白人女性相信,具体的工作可以保证她们获得领导职位。研究发现:白人女性相信并参与支持精英管理,而白人男性则把精英管理说成是他们从中受益的谎言。在我采访过的男性中,乔是唯一一位在任的校长,也是唯一一位如此尖锐地谈到领导力培养对他这样的人有利的人。另一方面,黑人女性从她们在这个世界上被种族化和性别化的经历中一直知道,她们的努力工作会被忽视。这也体现在对渴望成为领导者的黑人女性的研究访谈中。对他们来说,保持沉默是一种生存问题。正如卡罗尔·吉利根(Carol Gilligan)所写,女性发声和女性沉默的故事并不简单:这不是一个性别或种族高于另一个性别或种族的问题。相反,这是一个关于抵抗的故事。一个人关于需要付出多少努力才能获得领导地位的信念,证明了白人父权制是如何将管道集中起来的,它要么强制保持沉默,要么让一个人在晋升的过程中发出声音。事实证明,任人唯贤,无论个人是否相信,都与一个人的性别和种族身份明确地联系在一起。更多元化的学校领导可能会导致更公平的独立学校。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Keepers of the Flame: Gender, Race, and the Myth of Meritocracy in K–12 Educational Leadership
Purpose: This study is part of a larger study of 18 aspiring school leaders that aims to understand how gender identity and gender performance impacted their experience in the K–12 independent school leadership pipeline. One of the key findings was that meritocracy played an important role in how individuals understood what the outcomes of their ascent to leadership should be. This article focuses on that finding through the voices of aspiring K–12 independent school leaders who have tried to enter the pipeline or have come through the pipeline. Method: This study uses Carol Gilligan’s Listening Guide method of data analysis. It was important to use a method and frame the study in a methodology that enabled marginalized voices to be heard. The Listening Guide requires the research to go through three “listenings” of the data: listening to the landscape, where the researcher takes note of everything that was said in the interview and what was not said; listening for the I, where the researcher makes I poems out of all of the I statements in the interview to hear for a deeper layer of consciousness; and finally, listening for contrapuntal voices, which acknowledges that people speak in multiple voices. Through these three listenings, a voice emerged from the data of the keepers of the flame: White women believed that specific work would guarantee them access to leadership. Findings: White women believe and are complicit in upholding meritocracy while White men articulated meritocracy as a lie that they benefit from. One of the interviewees, Joe, was unique among the men I interviewed—he was the only sitting head of school that I interviewed, and he was the only man who spoke so pointedly about the leadership pipeline advantaging someone like him. Black women, on the other hand, have always known from their racialized and gendered experience of the world that their hard work will be overlooked. This also came through in study interviews with Black women aspiring to leadership. For them, keeping silent is an issue of survival. As Carol Gilligan wrote, the story of women’s voices and women’s silences is not a simple one: It is not a question of one gender or race being above another. Rather, it is a story about resistance. An individual’s belief about how much work is necessary to gain access to leadership proves how White patriarchy centers the pipeline and either enforces silence or enables voice in one’s ability to move up. Meritocracy, and whether or not the individual believed it, turned out to be explicitly tied to one’s gender and racial identities. More diverse school leadership may lead to more equitable independent schools.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Teachers College Record
Teachers College Record EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
0.00%
发文量
89
期刊介绍: Teachers College Record (TCR) publishes the very best scholarship in all areas of the field of education. Major articles include research, analysis, and commentary covering the full range of contemporary issues in education, education policy, and the history of education. The book section contains essay reviews of new books in a specific area as well as reviews of individual books. TCR takes a deliberately expansive view of education to keep readers informed of the study of education worldwide, both inside and outside of the classroom and across the lifespan.
期刊最新文献
Research as a Strategy for Equity in Independent Schools An Asian American Feminist Manifesto: Asian American Women Heads of Schools Embodying Culturally Responsive School Leadership For the Betterment of All: Motivating Factors With Significant Impact on Annual Giving Practices in Independent Schools Inequalities in Becoming a Scholar: Race, Gender and Student-Advisor Relationships in Doctoral Education “All in This Together”: Improving Access to Accelerated Learning Through Embedding Honors in Heterogeneously Grouped Classes
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1