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Full-Text Articles in Education
Review Of 5 Leadership Essentials For Women: Developing Your Ability To Make Things Happen Compiler Lisa Clark, Clarissa M. Craig
Review Of 5 Leadership Essentials For Women: Developing Your Ability To Make Things Happen Compiler Lisa Clark, Clarissa M. Craig
Journal of Women in Educational Leadership
Because much of the scholarship on leadership has been constructed using male norms (Nidiffer, 2001), there is added attraction when the essentials of successful leadership are targeted for women. 5 Leadership Essentials for Women: Developing Your Ability to Make Things Happen addresses five leadership skills that, according to the "compiler" [sic] Linda Clark, are designed with women's needs in mind. The leadership essentials explored are communication, relationship essentials, time management, group building, and conflict management.
Strategies For Advocacy In Higher Education, Marie Byrd-Blake, Linda Hampton Wesson
Strategies For Advocacy In Higher Education, Marie Byrd-Blake, Linda Hampton Wesson
Journal of Women in Educational Leadership
The feminist phase theory (Tetreault, 1985) was used to examine the cultural patterns embedded in a department of a large, urban university, to classify how the faculty in the department perceived women, and to examine how our own behavior as two newly hired associate and assistant professors contributed or did not contribute to these patterns of behavior. Three years of field notes, anecdotal records, transcriptions of meetings, interviews, and student comments were categorized to develop experienced-derived strategies. These strategies encourage women in higher education to: (a) recognize their own enmeshment in patriarchal practices; (b) disrupt these practices through their own …
First Things First: Writing Strategies, Marilyn L. Grady
First Things First: Writing Strategies, Marilyn L. Grady
Journal of Women in Educational Leadership
There are some fundamental principles that relate to writing. For instance, you must sit down and begin. Writing is an illusive task. Procrastination and hesitation are poor companions to the work of the writer.
Women In History--Dr. Susan Laflesche Picotte: American Physician And Heroine, Bernita L. Krumm
Women In History--Dr. Susan Laflesche Picotte: American Physician And Heroine, Bernita L. Krumm
Journal of Women in Educational Leadership
Susan LaFlesche Picotte walked in two cultures and, by any measure, served as a model for both. She overcame incredible obstacles to become the first Native American woman doctor in the United States. Most estimates agree that in 25 years she treated every member of the Omaha tribe. She dedicated her life to the service of others; she is without a doubt the true American heroine. References
Journal Of Women In Educational Leadership, Vol. 3, No. 4--October 2005
Journal Of Women In Educational Leadership, Vol. 3, No. 4--October 2005
Journal of Women in Educational Leadership
No abstract provided.
African American Female College And University Presidents: Career Path To The Presidency, Sandra Jackson, Sandra Harris
African American Female College And University Presidents: Career Path To The Presidency, Sandra Jackson, Sandra Harris
Journal of Women in Educational Leadership
The purpose of this study was to investigate the career paths and educational preparation of African American female college presidents. Forty-three of the 59 college presidents responded to a Likert-type survey. Findings indicated that African American female college presidents were more likely to hold a doctorate in education and came to the presidency from a variety of positions, often from other institutions or outside of education.
Identity, Marilyn L. Grady, Barbara Lacost
Identity, Marilyn L. Grady, Barbara Lacost
Journal of Women in Educational Leadership
For women who have been unrecognized for their work in education, being lost due to name changes, phone changes, and email changes does not seem to be very helpful to the cause of recognizing the work of the 51 %. We have had enough invisibility and enough flying around like ivory-billed woodpeckers.
Voices Of Women In The Field--Lessons From The Land Of Administrative Oz, Carol Renner
Voices Of Women In The Field--Lessons From The Land Of Administrative Oz, Carol Renner
Journal of Women in Educational Leadership
We're off to explore the Land of Administrative Oz. On this adventure, Dorothy is a female teacher searching for her ideal educational path. Her passion is to make a difference for student learning. She is wondering if she should try her leadership in an administrative capacity. She contemplates taking the road to administrative endorsement, just as our protagonist, Dorothy, traveled the Yellow Brick Road, not knowing what was ahead. Our teacher starts her journey. Where does the road lead? Observe as our aspiring administrator follows the Career Brick Road. Are her expenences reminiscent of your educational career route?
Shining Lonely Stars? Career Patterns Of Rural Texas Female Administrators, Dawn C. Wallin
Shining Lonely Stars? Career Patterns Of Rural Texas Female Administrators, Dawn C. Wallin
Journal of Women in Educational Leadership
This paper stems from research that examined the impact of the rural context upon the career patterns of women educational administrators in rural public school districts in the state of Texas. The study examined two pertinent issues for women in rural education: (a) the nature of rural communities and its relationship to female career paths in educational administration, and (b) barriers and supports faced by female administrators in the rural context. The purpose of this paper will be to outline the findings of the study in relation to the emergent issues for rural female administrators.
Women In Educational Leadership Finding Common Ground, Kathleen Murphey, Glenda Moss, Susan Hannah, Roberta Wiener
Women In Educational Leadership Finding Common Ground, Kathleen Murphey, Glenda Moss, Susan Hannah, Roberta Wiener
Journal of Women in Educational Leadership
The purpose of this research project was to engage in self-reflective analysis of leadership development as an ongoing process of social action towards democratizing education. Four White women connected by their work as educational leaders, teachers and administrators, engaged this topic by conducting a dialogical analysis of their experiences in leadership. They dialogued from what were technically different positions in the hierarchy at their University and implemented a research process to speak across or marginalize those technical differences to produce a text that explored the rich terrain of leading in which they shared experiences of growth, the conceptual frameworks that …
Women In History--Bella Stavisky Abzug (1920-1998), Margaret Blair
Women In History--Bella Stavisky Abzug (1920-1998), Margaret Blair
Journal of Women in Educational Leadership
Although not normally connected with educational issues, Bella Abzug was a passionate supporter of women's rights, and often education went hand-in-hand with improving the economic conditions in which women lived worldwide, and education was vital to women becoming more involved in the political process. From the time she defied Jewish tradition to learn to read the Torah, Bella Abzug fought for equality of women in education. She was student body president at Hunter College where she was active in political causes with other students. During this time she opposed the Rapp-Coudert committee, that was attempting to "crush public education" and …
Stories Of Resiliency: Successful Female Educational Leaders, Anita M. Pankake, Danna Beaty
Stories Of Resiliency: Successful Female Educational Leaders, Anita M. Pankake, Danna Beaty
Journal of Women in Educational Leadership
We examined the reported experiences of 12 successful female educational leaders as stories of resiliency development through overcoming or coming back from adversity. Specifically, the reported experiences of these women were examined to determine: When did adversity evidence itself in the lives of these leaders? Were any of the adversity experiences common among the women in terms of when they occurred and the contexts or settings in which they occurred? What strategies did these women use in overcoming or coming back from these adversity experiences? Do the reported experiences of these twelve successful female educational leaders align with the literature …
Notes From The Great American Desert, Marilyn L. Grady, Barbara Y. Lacost
Notes From The Great American Desert, Marilyn L. Grady, Barbara Y. Lacost
Journal of Women in Educational Leadership
Invisibility may be one of the greatest challenges women face. One of the great flaws in the writing of U.S. history has been the omission of the role or presence of women from the written record-women are invisible. Fortunately, three women authors (i.e., Willa Cather (1873-1947), Bess Streeter Aldrich (1881-1954) and Mari Sandoz (1896-1966)) of Nebraska have chronicled settlement stories in their writings. They have preserved, through their writings, the presence, work, and contributions of women during the homesteading, pioneer, and early settlement years in Nebraska. Their efforts are a fine antidote to women's invisibility. May you also write so …
Journal Of Women In Educational Leadership, Vol. 3, No.3-July 2005
Journal Of Women In Educational Leadership, Vol. 3, No.3-July 2005
Journal of Women in Educational Leadership
No abstract provided.
Review Of The Middle Of Everywhere: Helping Refugees Enter The American Community By Mary Pipher., Patricia Hoffman
Review Of The Middle Of Everywhere: Helping Refugees Enter The American Community By Mary Pipher., Patricia Hoffman
Journal of Women in Educational Leadership
Pipher, author of The Middle of Everywhere: Helping ReJugees Enter the American Community, has written an intensively personal narrative exploring her own consciousness as well as giving an eye-opening treatise on the immigrant experience. Although some approached this conflict with a combative spirit, patriotic zeal, or a call for isolationism, Pipher chose a personal approach culled from her first hand experience with some of these newest immigrants. Pipher did not set out to do an ethnographic study. One emerged spontaneously as she became involved in the lives of refugees, migrant workers, and other recent immigrants.
You're Fired! Donald Trump, No Child Left Behind, And The Limits Of Dissonant Leadership In Education, Andrea Kayne Kaufman
You're Fired! Donald Trump, No Child Left Behind, And The Limits Of Dissonant Leadership In Education, Andrea Kayne Kaufman
Journal of Women in Educational Leadership
In Part I of this article, I explain the theory of Primal Leadership and Dissonant Leadership (Goleman, Boyatzis, & McKee, 2002). In Part II, I enunciate the ways in which key No Child Left Behind Act provisions encourage and, in some cases, mandate that schools utilize Dissonant Leadership strategies. In Part III, I explain why the Dissonant Leadership strategies espoused by the No Child Left Behind Act undermine the purported purposes of the statute. In Part IV, I consider the ability of an education statute to mandate or encourage Primal Leadership strategies.
Voices Of Women In The Field--Reflections From A Chair, Clarissa Craig
Voices Of Women In The Field--Reflections From A Chair, Clarissa Craig
Journal of Women in Educational Leadership
I did not grow up wanting to be a woman administrator in a community college setting ... or a woman administrator anywhere for that matter. Until about the sixth grade when my height shot up to almost six feet, I was going to be an airline stewardess and jet set around the world. Liking science and math, my attentions then turned to being a doctor, specifically a pediatrician. How did I get here? It hasn't been a particularly circuitous path. Yet, it is one that does seem to have evolved rather than having been a conscious choice at some point. …
Women In Athletic Leadership, Sandra L. Moore, Suzanne L. Gilmour, Mary P. Kinsella
Women In Athletic Leadership, Sandra L. Moore, Suzanne L. Gilmour, Mary P. Kinsella
Journal of Women in Educational Leadership
Despite significant increased participation opportunities for girls and women in sports following the passage of Title IX, women remain underrepresented in secondary athletic leadership roles. Thirty-eight female and 158 male high school athletic directors responded to a 19-item Athletic Director Survey (ADS) designed to elicit information on the following: position attainment factors, attainment and retention barriers, perceptions of similar or different barriers for women and men, leadership and management skills, personal sacrifices, and strengthening female candidacy for athletic directorships. Results indicate· the importance of mentoring and networking in providing women with equal access to athletic leadership positions.
First Things First: Writing Strategies, Marilyn L. Grady
First Things First: Writing Strategies, Marilyn L. Grady
Journal of Women in Educational Leadership
Finding a niche for your writing is essential. If you are writing for publication, then you want your manuscript to appear in print. Consider if the topic is "publishable." Some topical areas are saturated, so writing in these areas may be futile. If journal editors do not have space in a journal, or interest in a topic, the manuscript will not be published. It also would be wise to determine "which topics are hot" and "which topics are not."
Whatever Happened To Lisa Simpson? An Exploration Of Female Adolescent Development Through Problem Based Learning, Amy Perrault
Whatever Happened To Lisa Simpson? An Exploration Of Female Adolescent Development Through Problem Based Learning, Amy Perrault
Critical and Creative Thinking Capstones Collection
As a teacher for the past six years in a girls’ school, I have met and had the chance to interact with hundreds of adolescent girls. Over time I have come to realize how much adolescence seems to have changed since I was in their shoes. The media inundates them with messages about what is cool, hip, and acceptable—music videos, fashion, and the internet provide the frame of reference against which today’s young woman compares her own self worth. While girls have always looked to society’s standards to help them develop as individuals, at no time in history have the …
First Women, Marilyn L. Grady, Barbara Y. Lacost
First Women, Marilyn L. Grady, Barbara Y. Lacost
Journal of Women in Educational Leadership
Perhaps those who write about women leaders should frame their works by referring to First Women. Certainly much of the writing about women and their leadership is groundbreaking. We are at the beginning stages of writing about women in leadership and women who are "firsts" in many of their accomplishments. The manuscripts in this issue of the Journal of Women in Educational Leadership reflect the accomplishments of First Women.
Women In History--Mary Seacole, Bonnie Mckay Harmer
Women In History--Mary Seacole, Bonnie Mckay Harmer
Journal of Women in Educational Leadership
Born in Jamaica in 1805, Mary Seacole (nee Grant), was the daughter of a Black Creole boarding house owner and a Scottish Army officer. Like many Creole doctress women, Mary waS taught African herbal medicine arts from her mother. In addition to understanding traditional herbal medicine, she gleaned an understanding of Western medicine from the British military physicians who were stationed on the island colony. Mother Seacole, as she was affectionately called, garnered an outstanding reputation as a compassionate nurse and a competent doctress as she cared for sick and injured British officers and their families (Seacole, 1988). Widowed by …
Voices Of Women In The Field--The Good, The Bad, And The Ugly, Barbara A. Marchese
Voices Of Women In The Field--The Good, The Bad, And The Ugly, Barbara A. Marchese
Journal of Women in Educational Leadership
Editor's note: One of the frequently mentioned challenges noted by principals is finding adequate time to complete all the tasks that present themselves. Writing for journals is not on the priority list of most principals. Although Dr. Marchese agreed to "write" an article, in fact the real world of the principalship took precedence over the writing task. This article, then, is the result of a telephone conversation, lunch and a writing "collaboration"-my fingers, her words. (Grady)
First Things First: Writing Strategies, Marilyn L. Grady
First Things First: Writing Strategies, Marilyn L. Grady
Journal of Women in Educational Leadership
This is a new section of the Journal of Women in Educational Leadership. The purpose of this column is to encourage writers to write and to offer suggestions about writing. Mary Poppin's "Well begun is half done" should be the mantra of the writer!
Journal Of Women In Educational Leadership, Vol. 3, No.2-March 2005
Journal Of Women In Educational Leadership, Vol. 3, No.2-March 2005
Journal of Women in Educational Leadership
No abstract provided.
Review Of Reconsidering Feminist Research In Educational Leadership. Michelle D. Young, & Linda Skrla (Editors)., Mark A. Giesler
Review Of Reconsidering Feminist Research In Educational Leadership. Michelle D. Young, & Linda Skrla (Editors)., Mark A. Giesler
Journal of Women in Educational Leadership
Reconsidering Feminist Research in Educational Leadership is rich feminist food for thought for both the novice and experienced researcher. Dubbed as "a critical reflection on the field of feminist research in educational leadership as a whole" (p. 3), the work is a three-part collection of articles edited by Michelle D. Young and Linda Skrla. In Part 1, four authors expose methodological dilemmas that "contradict and unsettle the foundational beliefs of many feminist researchers" (p. 4). Part 2 explores alternative, expanded methodologies based on the criticisms of Part 1. Part 3 is an application of the "reconsidered methods and epistemolgies" (p. …
Mentoring Women Principals, Cheryl Arthur, Trudy A. Salsberry
Mentoring Women Principals, Cheryl Arthur, Trudy A. Salsberry
Journal of Women in Educational Leadership
This review of the literature focuses first on the common reasons for the need for mentoring (professional development, changing roles, principal shortage, under representation of women, and barriers) and continues with a definition and description of mentoring. Finally, the current status of mentoring is summarized followed by a discussion of the implications for research.
Leadership-Skilled Women Teachers Who Choose The Classroom Over Administration: Career Choice Or Career Constraint?, Susan R. Wynn
Leadership-Skilled Women Teachers Who Choose The Classroom Over Administration: Career Choice Or Career Constraint?, Susan R. Wynn
Journal of Women in Educational Leadership
Twelve women were interviewed regarding their choice to remain in the classroom, their perceptions of the principal-ship, and the barriers for women who might be interested in school administration. Two presentations of the data are given, with the first addressing explicit reasons and the second using a post-modem feminist framework.
Gender Differences In Leadership Style: A Literature Analysis, Mary Clisbee
Gender Differences In Leadership Style: A Literature Analysis, Mary Clisbee
Journal of Women in Educational Leadership
This analysis of literature explores gender differences in leadership style. As greater numbers of women enter the ranks of leadership and more research is conducted, contradictory findings emerged. Using the qualitative software program NVivo version 1.2, 36 pieces of qualitative, quantitative, and popular culture literature were summarized, coded, and the coded information analyzed. The analysis revealed that (a) the characteristics of the rater have significant impact on the findings, (b) the research instrument and methodology used effect the findings, and (c) there are many varying and often contradictory explanations for gender differences in leadership.
Career Paths And The Superintendency: Women Speak Out, Nancy Hergenrother Seyfried, Thomas Diamantes
Career Paths And The Superintendency: Women Speak Out, Nancy Hergenrother Seyfried, Thomas Diamantes
Journal of Women in Educational Leadership
According to the 2000 census, women comprise nearly 51 % of the American population. Women constitute two thirds of the work force in education. Seventy-five percent of teachers are women; 41 % of principals are women, and women fill 60% of central office administration positions, yet, at the superintendent level, only 10% are women (Vail, 1999). Guthrie (1999) found that the shortage of women in top education positions mirrors other fields. Women make up 50% of the work force, yet they represent fewer than 11 % of the corporate officers of companies and 3% of the heads of companies. Women …