Making sense of the glass ceiling in schools: an exploration of women teachers’ discourses

Moreau, Marie‐Pierre; Osgood, Jayne; Halafoff, Anna

doi:10.1080/09540250601166092

Cited by 68 publications

(55 citation statements)

References 11 publications

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“…Coleman (2007) also noted that the appointment of women principals is still problematic, commenting, "overall, women are more likely to become head teachers and are now less likely to be categorised into pastoral roles, but in some cases women still meet prejudice from governors and others in the wider community" (2007, p.389). Research conducted by Moreau et al (2007) and by Bullock (2009) showed women are disproportionately represented in senior leadership posts.…”

Section: Bme Teacher Progression In Englandmentioning

confidence: 99%

‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England

Miller

2016

Power and Education

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The promotion and progression of black and minority ethnic academics and teachers in England has been the subject of much debate. Although several theories have been put forward, racial equality has stood out as a major contributing factor. The experiences of black and minority ethnic academics and teachers in England are similar in terms of aspirations, and their experience of organisations also points to similar patterns of exclusions. This integrated study provides thick data from qualitative interviews with academics and teachers, theorised through the lens of whiteness theory and social identity theory, of their experience of promotion and progression, how they feel organisations respond to them and how they, in turn, are responding to promotion and progression challenges. There was a shared view amongst the participants that, for black and minority ethnic academics and teachers to progress in England, they need 'white sanction'-a form of endorsement from white colleagues that in itself has an enabling power.

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Section: Bme Teacher Progression In Englandmentioning

confidence: 99%

‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England

Miller

2016

Power and Education

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“…The impact of new managerialism is most evident in the higher education sector 6 where the new capitalist academy (Slaughter and Leslie 2001) imposes expectations of performativity that only a care-less worker can fully satisfy (Moreau, et al 2007). As women are significantly less likely to be care-free than men, regardless of their age or status, their capabilities for satisfying performativity demands are lesser within the new managerial regime (Bailyn 2003, Probert 2005).…”

Section: Conclusion: Care-less Managers and The Care Ceilingmentioning

confidence: 99%

“…This career dedication also coincides with cultural expectations about management experience (Moreau et al 2007). If a candidate took time out from work for childcare, this implied a lack of commitment to the profession.…”

Section: Balancing Care Responsibilities and Career Dedicationmentioning

confidence: 99%

The care‐less manager: gender, care and new managerialism in higher education

Grummell

Devine

Lynch

2009

Gender and Education

159

128

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“…The literature suggests that females have a disadvantaged status compared to males in business contexts (e.g., Moreau, Osgood, & Halsall, 2007 . Employees' relative deprivation for females and supervisory commitment: The mediating roles of interpersonal justice, informational justice, and perceived empathy.…”

Section: Theoretical Background: Relative Deprivation Theorymentioning

confidence: 99%

“…Employees' relative deprivation for females and supervisory commitment: The mediating roles of interpersonal justice, informational justice, and perceived empathy. International Journal of Human Sciences, 11(2), 850-870. doi: 10.14687/ijhs.v11i2.3032 854 the same jobs (e.g., Mohan & Ruggiero, 2003;Selim & Ilkkaracan, 2002), they are underrepresented even in jobs which are generally thought to be "feminen" jobs (Moreau et al, 2007), and they are confronted with negative biases in their career advancement which are expressed by both women and men (e.g., Beaton & Tougas, 1997;Mathison, 1986;Sumer, 2004).…”

Section: Theoretical Background: Relative Deprivation Theorymentioning

confidence: 99%

Employees’ relative deprivation for females and supervisory commitment: The mediating roles of interpersonal justice, informational justice, and perceived empathy

Göncü

2014

HumanSciences

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The present study aims to test a model derived from a conceptual framework that attempted to explain negative interactions among supervisor-employee dyads from a Relative Deprivation Theory (RDT) and justice-related perspective. Employees' perceptions of fraternal (group) deprivation on part of females compared to males in their organizations were suggested to be related to their interpersonal and informational justice perceptions as well as their perceptions of supervisors' empathy. Employees' perceptions of justice and empathy, in turn, were suggested to be positively associated with overall supervisory commitment. Moreover, the moderating effects of employee gender on the proposed relationships were investigated. The data was collected from 114 employees who were enrolled in undergraduate classes in a Southwestern university in USA. The proposed model as well as the alternative models were tested by Structural Equation Modeling (SEM) technique using AMOS 6.0 software. The findings revealed that proposed mediated model was supported by the data for the independent variable of employee perceptions of "affective" relative deprivation for females in the organization and for the dependent variables of "affective supervisory commitment" and "continuance supervisory commitment". However, employees' gender did not have a moderating effect on the relationships in the mediated model that was supported by the data. The results are discussed in terms of their theoretical and practical implications as well as the suggestions for future research.

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Making sense of the glass ceiling in schools: an exploration of women teachers’ discourses

Cited by 68 publications

References 11 publications

‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England

‘White sanction’, institutional, group and individual interaction in the promotion and progression of black and minority ethnic academics and teachers in England

The care‐less manager: gender, care and new managerialism in higher education

Employees’ relative deprivation for females and supervisory commitment: The mediating roles of interpersonal justice, informational justice, and perceived empathy

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