The Journal of Women in Educational Leadership最新文献

{"title":"Surrendering to Gender in Education? Complacency and the Woman Leader","authors":"A. Johnson","doi":"10.13014/K24B2ZGC","DOIUrl":"https://doi.org/10.13014/K24B2ZGC","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123744467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impediments to the Advancement of Women at Community Colleges","authors":"T. Yearout, Mitchell R. Williams, J. Brenner","doi":"10.13014/K25H7DF7","DOIUrl":"https://doi.org/10.13014/K25H7DF7","url":null,"abstract":"This study examined current women leaders’ perceptions of the impediments to advancement at the community college. The study was guided by research questions addressing perceptions of (a) personal or internal impediments to advancement; (b) organizational or structural impediments to advancement; and (c) organizational cultural impediments to advancement. Additionally, the current study focuses on the setting and size of the community college and how these factors affect women leaders’ perceptions of impediments to leadership advancement. Participants in the study included a nonrandom, purposive sample of senior female leaders at community college leaders at community colleges in the eleven-state region of the Southern Association of Colleges and Schools (SACS). One unexpected finding from the current study was the continuing existence of the perception of the “‘good ol’ boys’ network and culture of power” impediment to advancement of women leaders in community colleges. As a result of Journal of Women in Educational Leadership, 2017 2 the passage of time and the advancement of women in business and political sectors as well as educational institutions, colleges would have expectantly progressed past the original “good ol’ boys” networks. In the second decade of the 21st century, women participating in the current study are still reporting the “‘good ol’ boys’ network and culture of power” as the strongest cultural impediment to advancement within their institutions. Based on the findings of this study, recommendations are made to support emerging female leaders as well as to assist search committees and leaders at community colleges.","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130932951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Latina School Leadership: Breaking the Mold and Rising to the Top","authors":"Velma D. Menchaca, S. Mills, Filomena Leo","doi":"10.13014/K2SF2TC9","DOIUrl":"https://doi.org/10.13014/K2SF2TC9","url":null,"abstract":"For this qualitative research study, interviews with two Latina school leaders revealed their journeys to leadership. The theoretical framework used was Latina critical race theory, feminist theory, and counter storytelling. Identified themes were strong supportive mother, fervent faith, humble beginnings, mentors, intelligent, and challenges not obstacles. These guiding themes serve as a path for Latinas who aspire to public school leadership positions. Journal of Women in Educational Leadership, 2017 2 This research focused on two Latinas who emerged from traditional cultural and familial roles and broke the mold of male school leaders (Quilantan & Menchaca, 2004). They chose to change their mothers’ perceptions of a good Latina and became strong, high-energy school leaders including social media to support their professional development (DelCampo, DelCampo, & DelCampo, 2009). Traditionally, the role for Latinas was to be the nurturer, embrace the family, and assist with the care of their elderly parents (Espinoza, 2015). Traditionally, women were protectors of the home. Latinas learn to be submissive to their parents and their spouses. Mothers equipped their daughters to take care of the family within the home (Gil & Vazquez, 2014). Their community revolved around the family, church, and the activities that happened in those environments. Latinas have a long history of valuing education; however, poverty is one of the obstacles that prevented them from following the pathway to college (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). The findings of this study detail the challenges that two Latina school leaders encountered in universities and the workplace and how they cracked the glass ceiling to achieve the highest school leadership positions. Statement of Problem The opportunities for Latinas to consider college did not emerge until the 1960s with the rise of the civil rights movement (U.S. Department of Education, 2013). At that time, the institutions of higher education began to see a presence of Latinas attending colleges and universities. The teaching profession was the most accessible entry into the work force for Latinas. Teaching became a gold mine for many, as this profession paved a path for Latinas to elevate themselves to levels beyond imagination. Many found that they were using that pathway to professional dreams (Gandara & White House Initiative on Educational Excellence for Hispanics, 2015). This study focused on two Latinas who worked their way through the ranks of public school leadership to leadership of school districts. Challenges Latinas Encountered In the 1970s, financial responsibilities seemed overwhelming indicating that a second income was necessary. Although it was not the ideal, many Latinas had to consider a job to help support their families. Menchaca et al . – Latina School Leadership 3 Prioritization of family responsibilities above college attendance was typical (Espinoza, 20","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132002373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Arts Education Funding","authors":"A. M. Vargas","doi":"10.13014/K21Z42K0","DOIUrl":"https://doi.org/10.13014/K21Z42K0","url":null,"abstract":"Student access to arts education, and the quality of such instruction in the nation’s public schools, continue to be of concern to policymakers, educators, and families. Specifically, research has focused on the questions: To what extent do students receive instruction in the arts? Under what conditions is the instruction provided? The passing of the Every Student Succeeds Act (ESSA) was a significant move by the Senate, as they had not considered K-12 public education legislation on the Senate floor since 2001. Under this federal law, the arts are included as part of a “well-rounded education” requiring that the arts have equal billing with reading, math, science, and other disciplines in K-12 public education. This designation is an acknowledgement of the relevance of the arts in a complete education and means that the arts may be an eligible expenditure of funds for federal education programs (Davidson, B., Kahn, G., & Fitzsimons, I., 2015, p. 2). This research contributes to the discussion of public K-12 arts education funding and programming in the era of the ESSA.","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131337434","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Efficacy of Female School Board Presidents","authors":"Vicki VanTuyle, Sandra G. Watkins Dr.","doi":"10.13014/K2BG2M40","DOIUrl":"https://doi.org/10.13014/K2BG2M40","url":null,"abstract":"Women’s representation on school boards nearly equals that of males. As a result women are ascending to the leadership role of school board president in greater numbers. This qualitative study of female school board presidents examined the phenomenon of being a female school board president. Eight female school board presidents from Illinois participated, responding to interview questions about their role, responsibilities, and relationships with regard to the position of board president. The response data were explored using narrative analysis. The theoretical framework for analysis was based on Bandura’s SelfEfficacy theory. Responses from the interviews were interpreted vis-à-vis themes aligned to three of Bandura’s sources of information for developing self-efficacy: 1) the ability to execute and produce results (Bandura, 1977); 2) triadic reciprocality considering personal factors, behavior, and environmental influences (Bandura, 1986); and 3) mastery experience, vicarious experience, and persuasion of others (Bandura, 1977). This research contributes to a portrait of female school board presidents’ self-efficacy. In addition, it serves as a reflective collection of female leadership experiences characterized by high levels of selfefficacy. School Board Service In Illinois, as in many states across the nation, school board member service is voluntary and has as its purpose the governance of public schools through elected local control. The voluntary nature of school Journal of Women in Educational Leadership, 2017 2 board service assumes there are few obligations. Yet the expectations are often substantial: attending meetings, responding to inquiries and complaints, becoming knowledgeable about school law, policies, and practices, and making decisions affecting students, families, and voters. School board governance is time-consuming and complex, navigating power structures in the schools, in the community, and at the board table (McCarty & Ramsey, 1968). Some school board governance effectiveness is challenged by members motivated by personal agendas or “single-issue concerns” (Mountford & Brunner, 1999, p. 2). Yet school boards realize effective school board governance has a positive effect on improving student achievement in their districts (Iowa School Board Compass, 2000; Goodman and Zimmerman, 2000; Waters & Marzano, 2006). School board member service is valuable for empowering others and building collaborative relationships between school and community, school and local government, school and local business and service groups (Mountford & Brunner, 1999). For many individuals, “school board membership is the highest form of public service” (Carol, Cunningham, Danzberger, Kirst, McCloud, & Usdan, 1986, p. 14), with great responsibility in making decisions that best serve the district’s students. The best decisions are sometimes difficult to arrive at with personal agendas, board member power struggles, and strained superintendent/board ","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133459918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Review of Women’s Leadership Conferences: Ways Public Research Institutions Support Female Students Opting-In","authors":"T. Reis, Marilyn L. Grady","doi":"10.13014/K2J1012P","DOIUrl":"https://doi.org/10.13014/K2J1012P","url":null,"abstract":"The purpose of this report is to provide an overview of women’s leadership conferences at public research universities. A search of the 2015 Carnegie Classification of Institutes of Higher Education revealed a list of 157 research universities. Of these institutions, 40 held a women’s leadership conference. Implications are discussed in how a women’s leadership conference supports female students opting-in. The story of women and leadership is complicated. According to Eagly and Carli (2007a,b), women are finding their way to leadership positions. A complex labyrinth has replaced absolute barriers, and women exhibit creative and resourceful strategies in navigating a non-linear leadership path (Eagly & Carli, 2007a,b). Although women remain significantly underrepresented in top leadership positions, the labyrinth Eagly and Carli described remains a metaphor of explanation. Journal of Women in Educational Leadership, 2017 2 Issues associated with women’s persistence toward leadership positions begin in the sociological beliefs of a woman’s role and the responsibilities of work and family (Carli & Eagly, 2007; Eagly & Carli, 2007a; Keohane, 2007). Women, regardless of marriage or status, remain closely linked to biased views of work capacity. For example, women are not expected to be the sole source of financial support within a family; and thus, they are perceived to not require the salary that a male peer earns. Women are viewed as the primary caregiver to children; and thus, they may be given less responsibility due to the perception a woman has less time to commit to work-related projects. The bias associated with role congruity (Eagly & Karau, 2010), and how role expectations define the boundaries of a woman’s world, contribute to an overriding shadow on how women’s work is interpreted and rewarded in the leadership domain. The definition of gender and societal roles have changed (Eagly & Carli, 2007a; Rhode & Kellerman, 2007). Men and women share household duties and childcare. The firm boundaries of gender roles are bending. As women’s educational qualifications increase, their presence in leadership positions increases. In 2016, women represented 50.8% of the United States population and earned more than half of all bachelor’s, master’s and doctoral degrees (Catalyst, 2016). Women comprise nearly half the workforce and make-up 36.4% of mid-level management and 25.1% of senior management positions (Catalyst, 2016). The fact that only 4.6% of women lead S&P 500 companies lends credence to an understanding of how women are supported within the labyrinth framework and provides an important context for how women sustain their leadership journeys.","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116547004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building a Culture of Innovation: Breaking Down Silos","authors":"Dina Pacis, P. Traynor-Nilsen, J. Marron","doi":"10.32873/unl.dc.jwel.193","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.193","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125904015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Grace Steinberg Day","authors":"Terri Deayon","doi":"10.32873/unl.dc.jwel.195","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.195","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126297996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Life of Dr. Claire Owens","authors":"K. Rice","doi":"10.32873/unl.dc.jwel.196","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.196","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114789677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Iowa’s “First Lady”: Principal, Superintendent, Professor, and ISTA President","authors":"Veronika Cummings","doi":"10.32873/unl.dc.jwel.194","DOIUrl":"https://doi.org/10.32873/unl.dc.jwel.194","url":null,"abstract":"","PeriodicalId":346635,"journal":{"name":"The Journal of Women in Educational Leadership","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123908781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}