讲述差距:女性的领导素养

IF 1.3 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Teachers College Record Pub Date : 2023-08-01 DOI:10.1177/01614681231206709
Jessica Flaxman
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引用次数: 0

摘要

大型私立学校(由全国独立学校协会[NAIS]定义为>在美国历史上白人和男性主导的私立学校中,K-12私立学校是一个持续努力促进公平和正义的关键和持久问题。女性领导私立学校的人数从2009年的31%增加到2021年的41%。然而,尽管与过去相比,如今有更多的女性领导私立学校,但她们更多地在小型学校和K-8学校担任校长,而在大型学校担任校长的可能性仍然较低(22%)。700所私立学校。本研究采用混合方法对2020年领导大型K-12私立学校的45名女性中的30名进行了研究,确定了女性作为学校校长所拥有和表现出的一些独特的领导素养,或技能和能力。通过多元素养理论的折射,本研究的发现重新构建了传统的性别领导理论,并提出了女性领导者习惯性地解决性别偏见、锚定个人和展示专业知识的重要性。
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Storying the Gap: Women’s Leadership Literacies
Gender disparity at the leadership level of large (defined by the National Association of Independent Schools [NAIS] 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. The number of women leading all independent schools has increased from 31% in 2009 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 conducted with 30 of the 45 women leading large K–12 independent schools in 2020, this study identified some of the unique leadership literacies, or skills and competencies, that women possess and perform as heads of school. Refracted through the rhizomal lens of multiple literacies theory, findings from this study reframe traditional, gendered leadership theories and posit the importance for women leaders of habitually negotiating gender bias, anchoring in the personal, and demonstrating expertise.
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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.
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