Women's Careers as a Critique of the Administrative Culture.

Autor/inn/en	Marshall, Catherine; Mitchell, Barbara A.
Titel	Women's Careers as a Critique of the Administrative Culture.
Quelle	(1989), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Behavior Patterns; Bureaucracy; Educational Administration; Elementary Secondary Education; Females; Principals; Research Problems; Sex Differences + Suchen Sie Ihr Suchwort? Bürokratie; Bildungsverwaltung; Schuladministration; Schulverwaltung; Weibliches Geschlecht; Principal; Schulleiter; Forschungskritik; Sex difference; Geschlechtsunterschied
Abstract	K.E. Ferguson's analysis of women's place in capitalist society and the concurrent elevation of bureaucratic structures seriously challenges administration analysts. According to Ferguson, modern bureaucracy requires constant maintenance in reifying its dominance structure and locating and suppressing opposition. This analysis can be applied to schools as bureaucracies and to women's entry as a challenge to dominant values in the administrative culture. This paper proposes a research program aimed at understanding school administration through examination of the culture's language, stories, preferred behaviors, and socialization processes. After reviewing several stages of research on women, the paper introduces a new stage exploring deficiencies in the administrative culture itself. This stage acknowledges male-female differences in preferences, values, and moral decision-making; asks whether women's qualities are undesirable in the administrative culture; and lays the foundation for new research agendas. Next, the paper reviews five assumptions concerning recruitment into a hierarchically dominated administrative culture, suggests a series of research questions and designs to explore them, and notes studies beginning that exploration. The final section details a study of assistant vice-principals that illustrates this line of inquiry by examining the experience of women administrators as deviants. "Deviant" values are kept under control by the sponsored mobility system, which tightly defines competency and selects people resembling their sponsors. Bureaucratic values appear to get in the way of sound administrative practice and discourage women from entering educational administration. These values must be unmasked before schools can benefit from women administrators' talents and alternative perspectives. Included are several tables and 82 references. (MLH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC