You Never Show You Can't Cope: Women in school leadership roles managing their emotions

Sachs, Judyth; Blackmore, Jillian

doi:10.1080/09540259820899

Cited by 85 publications

(69 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…We are not making the argument that these experiences are the exclusive domain of women. Rather it is our view that it is the combination of highly gendered practices and the impact of a range of so called normal practices that have the potential to have a differential impact when they are directed at women leaders (Sachs & Blackmore, 1998). The lack of female role models and peers and the expectations arising as a result of the pervasive nature gender stereotypes results in isolating experiences for many women leaders.…”

Section: Reflecting On the Experience Of Leadershipmentioning

confidence: 99%

“…Indeed we explored these ideas and more in wanting to make sense of what was happening. We were aware of the literature that characterises women as too emotional (Barrett, Robin, Pietromonaco, Eyssell, & Kristen, 1998;Sachs & Blackmore, 1998), too communal or to agentic (Carli & Eagly, 2007) as well as the literature that spoke of the differences in women's leadership styles (Eagly & Johannesen-Schmidt, 2001;Rosener, 1990). Whilst this provided some light with respect to some of the attitudes that were encountered we felt a closer inspection, applying a gender lens was required (Ely & Meyerson, 1999).…”

Section: Reflecting On the Experience Of Leadershipmentioning

confidence: 99%

See 1 more Smart Citation

Understanding leadership experiences: the need for story sharing and feminist literature as a survival manual for leadership

Lord

Preston

2009

Gender and Education

View full text Add to dashboard Cite

This paper uses an auto-ethnographic storytelling approach to connect an individual's experience in leadership with the literature on women in leadership as a way of further exposing and understanding gendered organisational practices. Whilst the paper details only one women's experience it was through the connection to the literature that most 'sense making' occurred and a realisation (on the part of one of the authors) that the experience was not unique or individualised but, rather, systematic of masculine, gendered, organisational cultures. The paper offers some 'strategies for survival' for other women who may find themselves in similar situations. It concludes with a call for programs and strategies to bring about fundamental change. Although the setting is the higher education sector in Australia the paper's findings and recommendations have much broader applicability.

show abstract

Section: Reflecting On the Experience Of Leadershipmentioning

confidence: 99%

Section: Reflecting On the Experience Of Leadershipmentioning

confidence: 99%

Understanding leadership experiences: the need for story sharing and feminist literature as a survival manual for leadership

Lord

Preston

2009

Gender and Education

View full text Add to dashboard Cite

show abstract

“…There is a wealth of research available on the role of emotions and leadership in organisations including schools (Hargreaves, 1998;Sachs & Blackmore, 1998;Beatty, 2000;Blackmore 2006;Zorn & Boler, 2007;Iszatt-White, 2009. However, to date, little research has been conducted on relational leadership and emotional labour; specifically in rural school leadership studies.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

A Narrative Inquiry into Rural School Leadership in South Africa

Smit

2017

QRE

View full text Add to dashboard Cite

This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.

show abstract

“…Bass and Avolio 1997,Kakabads et al 1997, Eagly and Carli 2003 and within higher education, secondary and primary school institutions (e.g. Blackmore 1999, 2010a, Sachs and Blackmore 1998,Caldwell-Colbert and Albino 2007. Ho wev e r, within the literature on early childhood educational leadership, the influence from feminist perspectives is scarce (e.g.…”

Section: Introductionmentioning

confidence: 99%

Leading otherwise: using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders

Davis

Krieg

Smith

2014

International Journal of Leadership in Education

View full text Add to dashboard Cite

You Never Show You Can't Cope: Women in school leadership roles managing their emotions

Cited by 85 publications

References 5 publications

Understanding leadership experiences: the need for story sharing and feminist literature as a survival manual for leadership

Understanding leadership experiences: the need for story sharing and feminist literature as a survival manual for leadership

A Narrative Inquiry into Rural School Leadership in South Africa

Leading otherwise: using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders

Contact Info

Product

Resources

About