Gender, Career Paths, and Bureaucratic Ambition in Public Schools

Autor/inn/en	Maranto, Robert A.; Teodoro, Manuel; Carroll, Kristen; Cheng, Albert
Titel	Gender, Career Paths, and Bureaucratic Ambition in Public Schools
Quelle	(2017), (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Sex; Occupational Aspiration; Administrative Organization; Public Schools; Gender Bias; Educational Policy; Females; Elementary School Teachers; Principals; Career Choice; Leadership; Gender Differences; Superintendents; Elementary Secondary Education; National Surveys; Texas; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Geschlecht; Geschlechtsverkehr; Berufsneigung; Berufsziel; Public school; Öffentliche Schule; Geschlechterstereotyp; Politics of education; Bildungspolitik; Weibliches Geschlecht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Führung; Führungsposition; Geschlechterkonflikt; Schulrat
Abstract	This study explores the relationships between gender, career ambition, and the emergence of executive leadership in the bureaucracy. In "Bureaucratic Ambition," Teodoro (2011) shows that public administration career paths shape individual ambition, political behavior, and policy innovation. But career systems are not neutral conduits of bureaucratic talent, and some are more likely than others to pursue career advancement when career systems favor them. This research proposes that women and men respond to a gendered career path in public education. Therefore, the gendered dimension of school administration, which encourages women to pursue the role of teachers while men are sought for management, may lead to marked biases in the policy agendas pursued by superintendents. Using national and state-level datasets, this research reports that elementary and female principals had more years of teaching experience prior to becoming principals. Female teachers that do attain the role of principal are also more likely to experience additional certification and pursue a different career path (less athletic or administrative and more curricular) than that of their male counterparts. Responding to this market, female and elementary principals are less likely to report seeking promotion for superintendent. We conclude by suggesting practical implications of how the gendered dimension of education labor markets may lead to marked biases in the policy agendas and management styles pursued by school superintendents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01