By John Collard, Cecilia Reynolds
This edited variation comprises chapters via best students on gender and academic management, which draw on study on leaders in hassle-free, secondary, and postsecondary faculties all over the world.
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Extra info for Leadership Gender and Culture in Education
Feminists have critiqued educational administration as ‘gender blind’ and as a ‘masculinist enterprise’ that consistently marginalizes women (Shakeshaft 1987; Blackmore 1993, 1999; Rusch and Marshall 1995). Multiple role theorists have linked the reluctance of women to apply for principal positions to their other life-roles as wives and nurturers which are incompatible with the DOES SIZE MATTER? 19 demands of public leadership (Antonucci 1980; Acker 1989; Darley and Lomax 1995). Organizational theorists have pointed to the cultures and structures of the workplace as forces which systematically discriminate against and marginalize women from promotional tracks whereas male networks advantage men (Kanter 1977; Connell 1987; Russell 1995).
Seeking advice is 30 LEADERSHIP, GENDER AND CULTURE IN EDUCATION not the same as empowering constituents to shape policy. It is highly likely that the finding reflects a more pragmatic reality: that in larger schools the principal is forced to collect information from a wide range of sources because of the complexity of the organization. Such activity may well be undertaken in a collegial mode but this may be more a cultural style than a commitment to participatory practice. This was particularly apparent in the responses of female leaders from independent girls’ schools.
4 per cent. 9 per cent female. A method of bivariate analysis was utilized to explore associations between variables. Responses were tabulated according to frequencies and then cross-tabulated according to the variables of gender, school level, sectoral identity, student gender and school size. The cross-tabulations were then analysed using the Pearson Test of Statistical Significance. 001 levels were considered significant and unlikely to be a function of sampling error. This method also enabled analysis of data in the form of paired observations on two variables such as principal gender and school level or school size.
Leadership Gender and Culture in Education by John Collard, Cecilia Reynolds