In Pursuit of Equity: A Review of Research on Minorities and Women in Educational Administration

Yeakey, Carol Camp; Johnston, Gladys Styles; Adkison, Judith A.

doi:10.1177/0013161x86022003005

Cited by 50 publications

(32 citation statements)

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“…All three of the women in this project described being ''pushed '' into the principalship by others (Ozga, 1993 ;Pavan, 1991 ;Yeakey, Johnston, & Adkison, 1986). All three had taught for a number of years, and two of the three did required graduate work in administration after taking their rst administrative position, which parallels the paths of other women who enter administration (Bell & Chase, 1993 ;Coursen, Mazzarella, Je ¶ ress, & Haddreman, 1989 ;Wheatley, 1981).…”

Section: Entry Into the Principalshipmentioning

confidence: 86%

“…Both historically and in the present, descriptions of school leadership emphasize hierarchical control and eµ ciency and focus on issues such as organizational size and structure, teacher productivity, and budget and management rather than teachingoriented issues such as pedagogy and the goals of schooling (Ortiz & Marshall, 1988 ;Yeakey et al, 1986). While some recent studies begin to challenge these de nitions and provide descriptions of new kinds of leadership (Astin & Leland, 1991 ;Hurty, 1995 ;Irwin, 1995), much of a community's expectations are formed by the norms experienced during the past two hundred years of schooling in this country.…”

Section: Relationship To the Communitymentioning

confidence: 99%

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Feminist cases of nonfeminist subjects: Case studies of women principals

Smulyan

2000

International Journal of Qualitative Studies in Education

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Section: Entry Into the Principalshipmentioning

confidence: 86%

Section: Relationship To the Communitymentioning

confidence: 99%

Feminist cases of nonfeminist subjects: Case studies of women principals

Smulyan

2000

International Journal of Qualitative Studies in Education

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“…Despite this fairly equal distribution of degrees, female private school principals earned about $7,000 less than their male peers per year, and female public school administrators earned about $1,000 less than their male colleagues (Hammer & Gerald, 1990). Minority women are the most underemployed and underpaid in school administration (Shakeshaft, 1985, p. 130;Valverde & Brown, 1988;Yeakey, Johnston, & Adkison, 1986).…”

Section: Women In Educational Administration: the Numbersmentioning

confidence: 99%

“…Schmuck (1987b) points out that most administrative staff positions held by women are likely to deal directly with students. Yeakey et al (1986) and Valverde and Brown (1988) describe how minority administrators are frequently assigned to schools and special projects concerned with minorities rather than overall policy responsibilities.…”

Section: Limited Emphasis On the Wide Range Of Women's Administrativementioning

confidence: 99%

Chapter 7: The Issue of Gender in Elementary and Secondary Education

Sadker

Klein

1991

Review of Research in Education

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During colonial times in New England, schools were for male students only; yet 50 years after the American Revolution coeducation had become the norm in public elementary education. This change emerged gradually and with little public discussion. In rural communities most parents did not think it worth the prohibitive cost to educate boys and girls separately, and the one-room, coeducational school district was typical, viewed as a natural extension of male and female participation in the family and church (Hansot & Tyack, 1988).In contrast to the rural one-room school, the high schools of the nation's urban areas were larger, more bureaucratic, and structurally further removed from the model of the family. In these schools, coeducation generated more controversy; parents and educators worried not only about the sexual involvement from such close contact during adolescence, but also about the need to prepare boys and girls for their different roles in the largely segregated world of work. In response to such concerns, the curriculum was consciously designed to meet the "different needs" of female and male students. For example, girls were required to take courses in homemaking to prepare them for their designated roles as wives Myra Sadker and David Sadker thank Elise Lindemuth and Jackie Sadker for their research assistance. Susan Klein, author of the administration section, thanks the following colleagues for supplying information: Women arrived in 1619 (a curious choice if meant to be their first acquaintance with the new world). They held the Seneca Falls Convention on Women's Rights in 1848.During the rest of the 19th century, they participated in reform movements, chiefly temperance, and were exploited in factories. In 1923 they were given the vote. They joined the armed forces for the first time during the Second World War and thereafter have enjoyed the good life in America. (Trecker, p. 252)Trecker found that one text, in its discussion of the frontier period, allocated five pages to the six-shooter and scarcely five lines to the frontier woman. In another two-volume text, there were only two sentences allocated to the women's suffrage movement, one sentence in each volume.at UNIV OF MICHIGAN on June 13, 2015 http://rre.aera.net Downloaded from Educational materials teach far more than information and a way of learning. In subtleoften unconscious-ways, the tone and development of the content and illustrations foster in a learner positive or negative attitudes about self, race, religion, regions, sex, ethnic and social class groups, occupations, life expectations, and life chances. Inadvertent bias, as often the result of omission as commission, can influence the impact of educational programs.

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“…Principals of urban poor schools must engage themselves in Freire's process of "conscientization," in which persons "not as recipients, but as knowing subjects achieve a deepening awareness both of sociocultural reality" (p. 93). This analysis should be grounded in a discourse that, as Yeakey et al (1986) maintain, exposes "how some individuals and groups have access to resources and others do not; why some groups are underrepresented and others are not; why certain influences prevail and others do not" (p. 115). Until the rise of a critical perspective, "[tlhe possession of goods and resources, power, and social control in anything other than equal amounts by various persons or groups within an organization are phenomena that organizational theories grounded in the positivists framework fail to explain" (p. 115).…”

Section: A Critical Alternative To Effective Schools and Traditional mentioning

confidence: 99%

The Ineffectiveness of Effective Schools Leadership: An Analysis of the Effective Schools Movement from a Critical Perspective

Dantley¹

1990

The Journal of Negro Education

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In Pursuit of Equity: A Review of Research on Minorities and Women in Educational Administration

Cited by 50 publications

References 0 publications

Feminist cases of nonfeminist subjects: Case studies of women principals

Feminist cases of nonfeminist subjects: Case studies of women principals

Chapter 7: The Issue of Gender in Elementary and Secondary Education

The Ineffectiveness of Effective Schools Leadership: An Analysis of the Effective Schools Movement from a Critical Perspective

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