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The purpose of this case is to illuminate the nuances of one of the most important roles on a school campus—the role of the assistant principal; with a focus on Black, Indigenous, People of Color (BIPOC) women assistant principals. This case is for educational leaders interested in understanding the power dynamics between an assistant principal and multiple stakeholders, the nuances of the role of assistant principal, creating opportunities for networking and professional development, and viewing the assistant principal as an asset and integral part of the success of the school. These efforts and others are necessary to ensure the retention of BIPOC women serving as assistant principals. [ABSTRACT FROM AUTHOR]

The aim of this phenomenological study was twofold. The first was to identify the reasons why female teachers are not interested in becoming administrators, namely to understand why they are not interested in this position. The second was to uncover what problems women administrators face and understand if these problems are influencing their decision not to pursue administrator positions. The participants were 26 female teachers and 17 female administrators working in different types of schools. The research data were collected through semi-structured questions and analyzed using the content analysis method. The majority of obstacles experienced by female administrators are the same ones seen as obstacles by female teachers. Despite no legal barriers to women becoming administrators, functional reasons underrepresent women in school administration. The reasons why female teachers don't want to become school administrators were due to family responsibilities, fear of economic losses, difficulties with female colleagues, heavy workloads and responsibilities, difficulty balancing work and private lives, difficulties with administration, and parent problems. Finally, some recommendations were proposed to overcome the reported issues. [ABSTRACT FROM AUTHOR]

"Male culture" strongly persists in academic and professional societies, including at annual conferences and meetings, where women-identifying individuals report facing various forms of sexual harassment, discrimination, exclusion, and marginalization. This study goes beyond parity metrics to innovate the monitoring of gender by analyzing gender inequalities and inequities in the space of an academic and professional society and its annual meeting using qualitative data collection and analysis of the case of the Comparative and International Education Society and the 2019 annual meeting. The findings uncover how these spaces continue to be exclusive of women in various ways, particularly and negatively affecting women of color, those from the Global South, and emerging scholars/practitioners. Recommendations are offered for academic and professional societies that seek to interrogate and challenge the regimes of inequality that exist amidst their operations. [ABSTRACT FROM AUTHOR]

A biography is presented for Annabel Carey-Prescott, an African American educator of Chicago, Illinois. Carey-Prescott was the daughter of African American politician Carey Davis and Elizabeth Hill Davis and married Patrick Benjamin Prescott on August 28,1924. Topics include Carey-Prescott's role as a school administrator and teacher of journalism, her role in Chicago African American Republican Party politics, her tour to Europe and writings on race relations.

The South African higher education sector has undergone various changes over the past 24 years. As far back as 1997, several policies that advocated for equity and redress were introduced. The introduction of these policies, in conjunction with the Employment Equity Act (1998), has not fully addressed the gender imbalances at executive management level in universities. This article delves into cultural and structural constructs in higher educational institutions that impact on women and leadership. It further explores how women in leadership describe the general organisational culture and the manifestations thereof. Critical realism is used as a theoretical lens to analyse the influence and impact of institutional cultures on women in leadership. Women leaders are confronted with the culture of exclusion in the form of male dominance, silencing of women's voices and male patterns of networking. The article further advocates for extended leadership programmes that are specifically designed for women to change the status-quo. Such programmes can only be effectively implemented within an organisational culture that embraces gender equality and actively pursues recognition of women as equal members of society and other institutions, including institutions of higher learning. [ABSTRACT FROM AUTHOR]

This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education administration is presented highlighting the types of situations that produce this ambiguity, two variants of attributional ambiguity (i.e. cognitive and social), and the psychological and organizational consequences of such ambiguity. Reasons that attributional ambiguity is inherent to higher education administration are examined including the fluidity of gender roles, the culture of academia, and leaders' minimization of discriminatory experiences. Implications for professional practice are also presented such as the need for curricula, trainings, mentoring, and coaching that addresses attributional ambiguity and greater publicity related to women's underrepresentation in leadership roles in higher education. [ABSTRACT FROM AUTHOR]

The question of how work-family conflict affect working mothers in traditional societies has been one of the foci of research during recent decades. This area of academic interest has mainly been explored in corporate organizational contexts but is less investigated in the context of women educational leadership in traditional cultural milieu. The current qualitative study explored the work-family interface: conflict and balance regarding women school heads in a traditional society i.e. Peshawar, Pakistan. Data was collected from 15 female school heads using semi-structured interviews. The data was analyzed using thematic analysis. Findings reveal that most of the women school heads experienced conflict in keeping a balance between workplace responsibilities and their family obligations. The problems women school heads encountered in keeping a balance between workplace and family centered responsibilities included the dual burden of responsibilities and the resultant socio-psychological tensions, a sense of frustration and guilt resulting from neglect of responsibilities regarding care for family and children, and an overall mental and psychological stress as a result of coping with the dual nature of their undertaking as working women. This study has important implications for women school heads, their employers and policy makers dealing with school education?. [ABSTRACT FROM AUTHOR]

This research discusses the aspects referring of the work of Bedouin women as school principals, and how social and professional barriers may be real challenges for them to establish their management and lead school. The chosen research method for collecting and coding data is qualitative, based on depth, semistructured interviews with seven principals from the Bedouin sector. The findings showed that the principals' motivation and the educational staff's support was perceived by them as a more influential factor than the influence of the Bedouin society on them, and is the first source of strength to overcome social barriers and professional obstacles they are facing and that were defined as negative factors and impede woman's advancement and developing her carrier in many directions. [ABSTRACT FROM AUTHOR]

Administrative leadership, both within and outside educational contexts, remains a malecentric field. Female leaders often are evaluated based on male leadership characteristics, a practice particularly evident in India's education sector. In India, only 35% of academics are women and even fewer are represented in leadership positions. This paper explores the experiences of two women working in administrative leadership positions in two Indian high schools. Interviews and questionnaires provided insight into how they perceived their opportunities, experienced barriers, and understood the impact of gender discrimination on their lives. The findings of this study are anticipated to encourage and provide insights to women who may aspire to assume academic leadership positions in education. [ABSTRACT FROM AUTHOR]

This case centers on a Black woman school administrator and efforts to disrupt Whiteness among an urban elementary school teaching staff. The case details the resistance she encounters while encouraging teachers to confront "White fragility" and consider how their fragile perspectives on race and racism shape how they educate Black students. She attempts to incorporate relevant social justice issues, particularly associated with the "Black Lives Matter" campaign into professional development to challenge teachers' deficit thinking. Finally, the case demonstrates oppressive leadership politics driving the (mis)education of racially minoritized students. [ABSTRACT FROM AUTHOR]

The article focuses on the role of women in education and the part women play today in leadership positions in international schools. Topics discussed include importance of international school leadership according to ethnic, gender and national diversity and position to acknowledge that injustice exists.

The clear display of male/female behaviour patterns, has established patriarchal structures in most modern societies. For this reason the female role has been historically and culturally affected by strong idiosyncratic elements that dwell right in the collective consciousness. Furthermore this situation has encouraged the underrepresentation of women in socially valued work positions. According to this the main purpose of this paper, is to present some of the internal barriers and cultural variables, which female academics face to access top positions in Higher Education (HE).The methodology of this study uses the literature review technique to nourish theoretical and empirical acknowledgment, in areas such as organizational behaviour, educational leadership and gender studies. The results hollow out the analysis of four components associated with "the social role of motherhood", "female double-shift", "absence of female leadership models" and "the gender equality euphemism". In conclusion, a complex understanding is proposed to attend an issue that entails the socialization of gender and cultural constructions. [ABSTRACT FROM AUTHOR]

Hannah Director (1886-1970) is a noteworthy, but overlooked, figure in Jewish Canadian historiography. Her life and contributions encapsulate many of the challenges experienced by Canadian Jews throughout the early twentieth century. In 1917/1918 Director was elected chairman of the school board in Prince George, British Columbia. In doing so, she became the first Jewish woman elected to public office in Canada. By investigating the larger social circumstances within Canadian society this article will elucidate Hannah Director's integration into the rural frontier and urban settings of BC during the early twentieth century. [ABSTRACT FROM AUTHOR]

South African democracy precipitated many changes and excavated many dormant issues, one of which was equity in the workplace. This extended into the sphere of education - a sector in which women were rarely seen in leadership positions. Following the implementation of several redress policies, women have managed to penetrate the gender equity barrier and assume leadership positions in schools. This article reports on a study that investigated how female principals experience leadership at schools in disadvantaged communities in the Gauteng East District, in Johannesburg, South Africa. Nesting itself within a qualitative research paradigm, the study explored ways in which women principals navigate gender and cultural challenges and highlights how stereotypes shape their leadership styles. Observations, field notes and semi-structured interviews were used to elicit data. These findings provide insight into the following themes: leadership styles; the principal as a curriculum leader; socio-economic profile of the school community and its impact on curriculum; balancing family and school responsibilities; and stakeholder participation and support. [ABSTRACT FROM PUBLISHER]

An introduction is presented that discusses issue articles on topics including school leadership in South Africa, the leadership style of women school principals in Gauteng, South Africa, and conditions in disadvantaged schools in Eastern Cape, South Africa.

The Constitution of the Republic of South Africa, 1996 confers equality on all South African citizens regardless of race and gender. It has been reported that, under apartheid, gender inequality was a way of life and even social liberation movements observed it. Education is not exempt from gender inequality; the Department of Education in 2003 produced the Gender Equality In Education policy. The then Minister of Education committed to the policy and adopted the mainstreaming of gender and the training of education administrators in the implementation of gender equity programmes. Despite these efforts, male dominance continues in areas such as educational leadership. This paper employs a case study approach to investigate the role of institutional culture in undermining the constitutional aim of attaining gender equality. Using feminist critical policy analysis theory to study the mentoring and management style employed in a South African rural high school, the article concludes that despite the policy imperatives, the conservative and patriarchal tendencies within educational leadership undermine the attainment of gender equality. To attain success, implementation of gender policies needs to be strictly monitored. [ABSTRACT FROM PUBLISHER]

This article explores the notion of leadership identity construction as it happens through a leadership development programme. Influenced by a conception that leadership development is essentially about facilitating an identity transition, it uses an intersectional approach to explore school leaders’ identity construction as it was shaped and influenced by experiences on the leadership development programme. The article draws data from a mixed-methods study that evaluated the impact of the leadership training programme offered to practising school leaders in South Africa. In order to examine the process of leadership identity construction, the article draws from data where identity work was visible. It argues that categories of identity – gender, race and social class – interacted simultaneously with the contexts and backgrounds of participants to shape and influence the outcome of the leadership development programme. This complex intersection enabled unexpected outcomes where women appeared to benefit more from the programme despite their less privileged entry status. The article calls for more work that asks direct questions on leaders’ construction of identity in order to inform leadership development programmes more meaningfully. [ABSTRACT FROM PUBLISHER]

The purpose of this research is to examine the motivations of females aspiring to school superintendency positions in Texas. We report on a reanalysis of data from two previous studies and how the findings build an understanding of previously documented obstacles and barriers female candidates encounter in their journey toward the superintendency. This reanalysis was done to assist us in developing research protocols to be used in a statewide study of female central office administrators and their aspirations to the superintendency. [ABSTRACT FROM PUBLISHER]

Research focused on women in higher education is often conducted from a monolithic perspective of women. Few studies have investigated differences among and between women and the influences impacting such differences. Generational differences of individuals can influence values and preferences (Arsenault, 2004) as well as impact the organizational functioning of colleges and universities in the United States. Therefore, this mixed-method study explored these differences among female administrators in higher education. Quantitative analysis indicated generational differences in managerial practices among female leaders. However, more similarities than differences among the generational cohorts were discovered in the qualitative analysis. Implications for practice midlevel women administrators in student affairs are discussed. [ABSTRACT FROM AUTHOR]

Extensive research has demonstrated that women aspiring to and serving as leaders face many barriers, which creates a glass ceiling effect for women's advancement into top leadership positions. In higher education, women hold only 26 percent of all college and university presidencies. The objective of this qualitative study was to discover the meaning of adversity for women leaders in higher education. Face-to-face interviews were conducted with 26 women in senior leadership roles in higher education. The research question was "How do women leaders in higher education make meaning of adversity?" Participants reported experiencing wide-ranging types of adversity, including gender-based leadership barriers. While adversity had a generally positive effect on participant identity, it had disparate effects on self-esteem, power, connections to others, and worldviews. The common thread was that adversity can lead to growth and opportunity but such benefits are intertwined with pain and loss. [ABSTRACT FROM AUTHOR]

Based on qualitative analysis from 22 semistructured interviews, this article explores how Black women principals and assistant principals experience educational administration, with attention to issues of race at work in suburban school settings. Findings suggest that because they may be perceived as race tokens by White educators, Black women administrators are expected to be experts on race in schools. This construction, which I refer to as playing the race specialist, highlights a tension among Black women administrators around expectations to focus on Black students rather than all students, regardless of race. The findings suggest that playing the race specialist role presents obstacles for Black women and highlights some limitations in schools' ability to meet the needs of diverse student populations. [ABSTRACT FROM AUTHOR]

This article investigates the journeys of two first-year female superintendents. A qualitative descriptive analysis of the superintendents' journals reveals not only how their experiences differed, but what factors contributed to a more positive or negative first year as a superintendent: (a) the superintendents' relationship with their school board; (b) their ability to network within the school community; and (c) the school district's willingness to change. This article provides insights into how different professional environments can help or challenge a new superintendent, as well as recommendations for maneuvering through these environments. [ABSTRACT FROM AUTHOR]

Career development can be discussed in two primary ways: 1) as a type of formal education and job preparation that a person receives; and 2) as a type of informal learning-related career experiences that a person encounters. This study investigates the effect of learning preparedness on female school administrators' career development. For the data analysis, this study uses the Structural Equation Modeling statistics. The findings from the analysis support the view that tacit learning from both direct and indirect job experiences has a greater effect on women's career development than formal learning. The effect of these factors, however, varies according to women's aspirations for superintendency. [ABSTRACT FROM AUTHOR]

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An essay is presented on the law of the good neighbor, which defines the topography of the collections and the scholarly practices at the Warburg Institute in London, England. The author mentions that the principle had transformed idiosyncrasy into cosmology in the collection's first home in the Kulturwissenschaftliche Bibliothek Warburg, Hamburg. Moreover, he highlights the life of administrator Anne Marie Meyer, who was considered as the pillar of the institute.

This research investigated the mentoring experiences of female administrators. Specifically, the researchers surveyed female higher-education administrators in Tennessee to determine if there were differences in their perceptions of the effectiveness of the mentoring relationship based on different mentoring approaches. In general, the findings of this study supported earlier research and confirmed the importance of mentoring relationships for women who aspire to administrative positions. These findings suggested that institutions of higher education, professional associations, and graduate programs that prepare women to become administrators should develop methods to promote a culture of mentoring. [ABSTRACT FROM AUTHOR]

There is a shortage of women in educational administration. Women represent a majority of teachers, yet men occupy most administrative positions. Although the numbers of women in administrative positions have been increasing during the last two decades, women are still reported as facing barriers and being discriminated against while reaching upper levels in their careers. It has been assumed that in the workplaces women administrators lead and manage the subordinates of these woman administrators can develop some kind of negative attitudes towards their administrators. This-if it is the case- can decrease the level of motivation, job satisfaction, produce employees with less organizational commitment and lead to low levels of production, respectively. The purpose of this study is to examine the attitudes toward women administrators and the impacts of gender difference, hostile, benevolent, and patriarchy on these attitudes in Turkey. [ABSTRACT FROM AUTHOR]

This article examines perceived barriers and the influence they play in the professional and personal lives of women educational managers in Spain. A survey of 206 female school heads from pre-primary and primary schools shows that the women administrators face several perceived barriers: a lack of support from the governing educational authority; insufficient preparation and in-service training and an absence of equity-based support policies from the government and reconciliation policies to make the dual roles of mother–professional compatible. The study further found that role conflict and certain features of the organizational work culture, particularly the management culture, which was generally perceived as strongly masculine, and the scant appreciation of administrative work compared with teaching, were the factors that contributed to delaying or avoiding accession to the post of headship in schools. [ABSTRACT FROM AUTHOR]

The article analyzes the efficiency of women leaders in Finland and the U.S. It discusses the social framework of leadership, as well as culture and psychological relationship. A comparison of the cultural background of Finnish and American women is presented including their upbringing which affects their leadership. It looks at the extent individuals retain their self identity which is also affected by socialization. Details of the study on social environment of leadership are stated as well as the behaviors of women and the effect of culture and socialization norms. It also discusses the influences on behaviors of values, integrity and caring for others.

The author discusses the common academic mantra in universities such as teaching, research, and service. Topics include the coequality of the terms in the mantra and their different application to faculties with different positions, the essays by Vanessa L. Ryan, David R. Shumway, and Leonard Cassuto which explore how the mantra can be used in academia, and the expansion of administrative roles and the inclusion of women in leadership positions.

Abstract: Between 1968 and 1973 the Taiwanese government undertook the most extensive expansion on record of the public junior high school system in Taiwan. This study analyzes the effects of the 1968 education reform and subsequent high school expansion on gender disparities in employment generally, as well in different sectors and classes of employment. Our results show that the education expansion exerted a major influence on the reallocation of female workers across various sectors and types of employment, thereby contributing to the efficient reallocation of females in the Taiwan economy. [Copyright &y& Elsevier]

The characterization of women teachers in American fiction of the 1850s is presented. The teaching protagonist in books by Mary Jane Holmes and Augusta Jane Evans are described and the schoolwomen heroines in books by Julia Dorr, Laura J. Curtis Bullard and Mary Grove Nichols are analyzed. The cultural role of schoolwomen in the mid-19th century is discussed. The author talks about the narrative styles of fiction writers of the 1850s, including that they provided images of professional and educated women. It is inferred that such books would change readers' perceptions of themselves and the world.

The article discusses the barriers faced by administrators of color in higher and postsecondary education as previously identified in research literature. It notes that identifying the barriers help decision makers at higher education institutions in creating suitable programs and initiatives to tackle and eliminate persistent barriers. It cites that the discussion focus on legal and conceptual frameworks that are beneficial in understanding issues of underpresentation in the administrative workforce. It also talks about the barriers affecting individual career trajectories such as social barriers and the unique career barriers experience by female administrators of color because of their gender.

In light of feminist scholars who have called for challenging the epistemology of existing theories and concepts in social sciences and recreating an innovative knowledge in which women are the focus, the current study aimed at tracing the career stories of 25 Israeli female deputy heads who explicitly do not aspire to headship. These deputies hold a stance that is in sharp contrast with widespread beliefs on career aspiration and advancement, albeit that they are considered to be competent candidates for headship. The female deputies' stories revealed that they construct a clear and sharp distinction between the deputy's role and that of the school head. Whereas the former is perceived to be challenging and less complicated, leaving them sufficient space to establish informal, warm relationships with staff and students, the latter is portrayed as stressful, formal and essentially administrative-oriented. This distinction corroborates the dichotomy of masculine versus feminine leadership, and provides insight into new conceptions of headship and deputy headship in the era of marketization and accountability. Practical and empirical implications are suggested. [ABSTRACT FROM AUTHOR]

The article examines the influence of schools as public entities that reflect the inequalities of communities with a particular focus on issues of gender inequality. Gender inequity and perceptions of women and power in school leadership are compared before and after the launch of the Soviet satellite Sputnik in 1957 in the Kentucky school system. The concepts of communitarianism, Deweyan democracy, and standpoint feminism as a framework to study gender equity in school leadership are explained. The increase in the number of females in the principalship in Kentucky schools between 1989 and 2005 is discussed.

The article discusses research into gender differences regarding career advancement to a school superintendent position in the U.S. The career trajectories of male and female school superintendents and women central office administrators with and without aspirations to become superintendents were compared using surveys that focused on career experiences. The research revealed that men tend to become superintendents in a vertical career path from line-role positions while women generally attain the position horizontally through staff positions.