‘The voice inside herself’: transforming gendered academic identities in educational administration

Wallace, Janice; Wallin, Dawn

doi:10.1080/09540253.2015.1019838

Cited by 18 publications

(14 citation statements)

References 19 publications

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“…While there is extensive literature on the experiences of female leaders in various fields, including, most notably, business and public policy, this literature review is limited to articles in the field of higher education, which are more directly related to the topic of the study. In general, our review has revealed that most of the previous studies were based on data from Western countries (e.g., Acker, 2012, 2014; Airini et al, 2011; Sánchez-Moreno et al, 2015; Peterson, 2016; Read and Kehm, 2016; Savigny, 2014; Wallace and Marchant, 2009; Wallace and Wallin, 2015; Wilkinson, 2009). Moreover, their participants were frequently representatives of the white middle-class (Wilkinson, 2009).…”

Section: Review Of the Western Research On Females In Academic Leadermentioning

confidence: 99%

Female academic leadership in the post-Soviet context

Kuzhabekova

Almukhambetova²

2017

European Educational Research Journal

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Using a qualitative interview approach, this study analyzes the experiences of women in academic leadership positions in post-Soviet Kazakhstan. An exploration of the extent of the relevance of Western research on female academic leadership is used to explain the experiences of female leaders in Kazakhstan. The results of the study are consistent with the results of prior studies conducted in other countries and can be largely explained by existing theories. One distinctive feature of the experiences of female leaders in Kazakhstan is the superimposition of three dominant cultures – traditional, Soviet, and Westernized neo-liberal, which impose multiple conflicting expectations. Kazakhstani women are obliged to maintain multiple identities when communicating with their colleagues, superiors and extended family members. The exact outcome of the work–life balance negotiation depends, among other factors, on the type of ownership and geographic region of a university. The study also reveals that neo-institutional theory, not conventionally used in the analysis of female leadership in academia in the West, may be particularly relevant for explaining female experiences in transitional and developing contexts; specifically, in explaining the constraints imposed by informal policy networks and corruption.

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Section: Review Of the Western Research On Females In Academic Leadermentioning

confidence: 99%

Female academic leadership in the post-Soviet context

Kuzhabekova

Almukhambetova²

2017

European Educational Research Journal

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“…No mesmo estudo, outras entrevistadas apresentaram histórias semelhantes, demonstrando que, na relação entre gênero e oportunidades de trabalho na academia, as organizações educacionais podem ainda tender ao favorecimento dos homens (Wallace & Wallin, 2015).…”

Section: Compilação Dos Estudos Analisadosunclassified

“…), para assegurar que a profissão em geral não seja vista apenas como equitativa, mas que seja, de fato, justa. As experiências vividas durante as suas trajetórias não só moldaram suas identidades acadêmicas atuais, como também, na visão das autoras, garantiram o desempenho futuro das identidades (Wallace & Wallin, 2015).…”

Section: Compilação Dos Estudos Analisadosunclassified

Abrindo caminhos: a construção das identidades docentes de mulheres pelas trilhas, pontes e muros da pós-graduação em Contabilidade

Nganga¹

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“…Women are not mentored or "tapped" or encouraged to seek out leadership positions, and/or that women do not identify themselves as educational leaders (Ibarra, Ely, & Kolb, 2013;Komives, Owen, Longerbeam, Mainella, & Osteen, 2005;Wallace & Wallin, 2015). However, do women who are currently in the leadership positions agree?…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…Since very few researchers have looked at why women are compelled to go into educational administration (and I have only had one type of experience), I remained curious about their journeys and about the details of others' experiences. There are a few studies that explored the area of ideals and purpose, asking if women were driven to pursue leading because of a sense of purpose and ideals (Ibarra, et al, 2013;Komives, et al, 2005;Wallace & Wallin, 2015). It stands to reason that if women put forth thoughts about why they are motivated to pursue the role, educational institutions could find ways to advertise about that and entice others to consider the role.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Women In Pk-12 Educational Leadership: Identity And Insight

Jarvis¹

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Personal experiences. 81 Opportunities to lead. Childhood experiences. Family background. Pivotal moments. Mentoring. 90 Encouragement by others. CHAPTER I: INTRODUCTION Imagine you belong to a group of people who possess many great qualities and characteristics, such as intelligence, compassion, dependability, cooperativeness, determination, imagination, ambition, courage, caring, maturity, loyalty, self-control, and independence. Then, imagine you are never given a chance to show and use those gifts in the world, rarely permitted to contribute to society in a productive manner with those qualities, and looked upon with bias that inhibits your participation as a human being. The thought that this ignorance is possible in our world today may be unsettling because, logically, a person with all of those traits should be allowed and should be given the opportunity to shine and present himself or herself in the best possible way. Unfortunately, that basic, deserved opportunity is not presented to women in educational leadership. That fact is not new and it is not unstudied. A great number of researchers have studied women and leadership in society (Shakeshaft, 1989, etc.). An April 2017 search of "women and leadership" in the dissertations catalogued by ProQuest, a wellknown research database, reported 376,515 results, citing abundant research on the topic. Countless articles, books, blogs, institutions, meetings, and think tanks exist to study the subject of women and leadership in the world. While acknowledging the large amount of studies and other information about this topic, it is logical to question its importance. Women account for over half the population of the world, but continue to be under-represented and often ignored in virtually every aspect of living. Women have proven themselves to be effective leaders, but continue to be dismissed and discounted. Pondering about these issues is not a new pastime; since the time that humans were able to speak and write about it, hundreds of writers, scholars, and activists have questioned, analyzed, and found that women and leadership is a worthwhile subject upon which much time should be spent. For example, in 391 B.C., Aristophanes offered Assemblywomen, his play about women coming to power in government and the relationship between war, power, and gender (A. & Henderson, 1998). In order to comment about social issues, Shakespeare often placed his female characters in different roles, sometimes ones of power and leadership. As this proposal is submitted, women and leadership are still observed, questioned, hotly debated, and written about (Zenger & Folkman, 2012). Research Problem However, despite the aforementioned facts about coverage of the topic, there is a gender problem in educational leadership. Despite progress towards sex equity, there is a lack of women serving as educational leaders in the pre-kindergarten through 12th grade levels (PK-12) as evidenced by recent statistics reported by various, reputable researchers and organizations, such as the American...

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‘The voice inside herself’: transforming gendered academic identities in educational administration

Cited by 18 publications

References 19 publications

Female academic leadership in the post-Soviet context

Female academic leadership in the post-Soviet context

Abrindo caminhos: a construção das identidades docentes de mulheres pelas trilhas, pontes e muros da pós-graduação em Contabilidade

Women In Pk-12 Educational Leadership: Identity And Insight

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