Storying the Gap: Women's Leadership Literacies

Autor/in	Flaxman, Jessica
Titel	Storying the Gap: Women's Leadership Literacies
Quelle	In: Teachers College Record, 125 (2023) 7-8, S.354-379 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681231206709
Schlagwörter	Leadership; Women Administrators; Principals; Elementary Secondary Education; Private Schools; Gender Bias; Equal Opportunities (Jobs); Multiple Literacies; Leadership Role; Competence; Expertise + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Weibliche Führungskraft; Principal; Schulleiter; Private school; Privatschule; Geschlechterstereotyp; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Kompetenz; Expert appraisal
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01