Making Sense of the Glass Ceiling in Schools: An Exploration of Women Teachers' Discourses

Autor/inn/en	Moreau, Marie-Pierre; Osgood, Jayne; Halsall, Anna
Titel	Making Sense of the Glass Ceiling in Schools: An Exploration of Women Teachers' Discourses
Quelle	In: Gender and Education, 19 (2007) 2, S.237-253 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
Schlagwörter	Family Work Relationship; Discourse Analysis; Managerial Occupations; Labor Market; Females; Women Faculty; Equal Opportunities (Jobs); Disproportionate Representation; Women Administrators; Career Development; Foreign Countries; Decision Making; Teacher Attitudes; Gender Differences; Gender Bias; Teacher Promotion; Principals; Work Environment; Political Issues; United Kingdom (England) + Suchen Sie Ihr Suchwort? Diskursanalyse; Labour market; Arbeitsmarkt; Weibliches Geschlecht; Frauenakademie; Weibliche Gelehrte; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Weibliche Führungskraft; Berufsentwicklung; Ausland; Decision-making; Entscheidungsfindung; Lehrerverhalten; Geschlechterkonflikt; Geschlechterstereotyp; Principal; Schulleiter; Arbeitsmilieu; Politischer Faktor
Abstract	There is extensive evidence of a "glass ceiling" for women across the labour market. Though schools have widely been described as "feminized" work environments, the under-representation of women at school management level is well established. Based on a study of women teachers' careers and promotion in the English school sector (in early years, primary and secondary schools), this paper draws on a critical discourse analysis of 44 individual interviews conducted with women teachers to explore their views of the "glass ceiling". Despite significant evidence of the barriers to management positions faced by women teachers, interpretative frameworks drawing on discourses of individualization and personal choice are most prominent among these to make sense of the low proportion of women in school management. However, the paper also identifies the existence of alternative discourses recognizing the existence of gender inequalities. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10