Constructing identities

Abstract

This article presents research undertaken with female headteachers in UK primary schools and explores several influential discourses in relation to female headteachers' identities. It considers themes inherent in women's narratives as they reflect upon their professional lives and discusses various identities inhabited by female leaders which emerge from the data. It also explores dominant discourses related to the masculine construction of leadership, women's domestic responsibilities and women as enablers, which have a significant impact on women's professional lives and upon the ways in which they are positioned. It notes that women's narratives are shot through with ambiguity as they may inhabit several contradictory identities revealing qualities, characteristics and leadership styles which diverge from socially prescribed gender-appropriate behaviours. The article suggests that although there may appear to be a variety of identities from which women may select, there are limits to agency. It concludes that powerful discourses exist which constrain or facilitate ways of being, so impacting on leadership work and the professional lives of female headteachers. Consequently the complex negotiations of women as they take up leadership roles in schools should be acknowledged.

Punk ideals, school leaders and fashioning an “authentic” self

“…Educational leadership research has previously shown a deep connection between women’s identities and their work (e.g. Jones, 2017; Thomson, 2005). Identity is not simply about how leaders see themselves, but also how they are perceived by others – and this may be with or against their wishes (e.g.…”

La construcción de conocimiento profesional e identidad de directoras de establecimientos educacionales chilenos.

“…Es decir, no son inamovibles, sino que más bien responden a un continuo movimiento en el cual los contextos históricos y culturales juegan un rol fundamental (Dubar, 2002;Crow & Møller, 2017). Por lo tanto, no resulta extraño que la identidad y las características del liderazgo en las mujeres directoras se den con relación a lo masculino (Jones, 2017).…”

The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

“…In this context, it becomes necessary to overcome the notion that good educational administration is a “masculine” enterprise, in which the “hegemonic masculinity” tends to be associated with bureaucratic rationality, which is not always compatible with private life or home administration (Blackmore, 2017). Therefore, it is not surprising that the identity and characteristics of leadership in headmistresses could be molded by the masculine image (Jones, 2017).…”

“…Within this framework, one of the main motivations to work from María Eliana's life history is that in her role of mother, wife, daughter, partner, teacher, and headmistress, among others, she experienced a series of events that connected her personal life with her professional life. These experiences allow the configuration of her leadership identity based on gender roles (Jones, 2017; Lumby, 2015; Weiner and Burton, 2016).…”

“…Due to this, it is interesting to research the life histories of women, to explore how they have configured their roles of headmistresses from their personal experiences and careers, in addition to how they develop their leadership identity in educational settings with strong male characteristics (Blackmore, 2013) and where there are still invisible barriers in regards to school management roles as a male occupation (Wilkinson et al, 2021). The barriers women face when they enter their position, or while occupying it, have an effect in the formation of their leadership identities (Cruz-González et al, 2020), a situation that evidences the relationship between the role of gender identity and the development of a leadership identity (Jones, 2017; Lumby, 2015; Weiner and Burton, 2016).…”