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In the male-dominated echelon of educational leadership, many women feel alone in their struggle to succeed. This anthology presents a collection of powerful stories written by women whose backgrounds are as diverse as their leadership roles. Readers will discover a sense of community among the pages, as well as practical guidance on how to develop the skills and character to achieve success. Readers will: * Learn about the challenges women leaders face in international education. * Study the real-life experiences of 10 women leaders and analyze the lessons learned from each unique story. * Gain self-reflection exercises and strategies to identify areas of growth. * Feel inspired to overcome gender barriers and pursue ongoing professional development. * Receive reproducible tools and templates to reinforce learning and self-reflection. Contents: * Chapter 1: On Commitment and Empowerment--Elsa 's Story * Chapter 2: On Embracing Control and Knowing Your Worth--Michelle 's Story * Chapter 3: On Resilience and Courage--Debra 's Story * Chapter 4: On Imposter Syndrome and the Problem With Titles--Kimberly 's Story * Chapter 5: On Getting Unstuck and Redefining Success--Aleasha 's Story * Chapter 6: On Building Relationships and Blazing Trails--Pauline 's Story * Chapter 7: On Learning Self-Care--Francesca 's Story * Chapter 8: On the Benefits of Persistence and the Importance of Timing--Maya 's Story * Chapter 9: On Defying Limits and Leading From the Heart--Suzette 's Story * Chapter 10: Bringing It All Together

Women Leading Education Across the Continents: Harnessing the Joy in Leadership is the fifth collection of research from scholars around the globe who seek to understand the successes, challenges and progress of girls and women leading in education. Using a variety of approaches to their inquiries, the scholars and practitioners in this book discover and document the work of women leaders throughout the world, seeking to understand in more nuanced ways how to chart a path for a more just society for all. This volume explores the status of women in educational leadership internationally, the factors that affect their leadership, their personal experiences and stories, and their work within the broader context of human rights. The journey of discovery in these pages invites titiro whakamua—looking toward a world for the good of all people.

The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and their rising professional profile in such roles as school inspector or minister of education. These activities highlight vital questions of gender, class, power and authority, and illuminate the increasingly diverse and prominent spectrum of political activity in which women have participated. Offering a new perspective on the professional and political role of women, this book represents essential reading for anybody with an interest in gender studies or the social and political history of England in the nineteenth and twentieth centuries. 1. 'Within marked boundaries': women and the making of educational policy since 1800 Joyce Goodman and Sylvia Harrop. Part I. Women and School Governance. 2. Women governers and the management of working-class schools, 1800-1861 Joyce Goodman. 3. Governing ladies: women governers of girl's middle-class schools, 1870-1925 Joyce Goodman and Sylvia Harrop. Part II. Women and Educational Administration at Local Government Level. 4. Women school board members and women school managers: the structuring of educational authority in Manchester and Liverpool, 1870-1903 Joyce Goodman. 5. 'Women not wanted': the fight to secure political representation on local education authorities, 1870-1907 Jane Martin. Part III. Women Teachers, Policy-Making and Administration in Elementary Education. 6. Women and teacher training: women and pupil teacher centres, 1880-1914 Wendy Robinson. 7. Women as witnesses: elementary schoolmistresses and the cross commission, 1885-1888 Angela O'Hanlon-Dunn. Part IV. Women and the Educational Administration of the State. 8. 'The peculiar preserve of the male kind': women and the educational inspectorate, 1893 to the second world war Joyce Goodman and Sylvia Harrop. 9. Committee women: women members on the consultative committee of the board of education, 1900-1944 Sylvia Harrop. 10. Parliamentary women: women ministers of education, 1924-1974 Robin Betts.

This groundbreaking book presents a new way of looking at leadership that is anchored in research on women leaders in education. The authors examine how successful women in education lead and offer suggestions and ideas for developing and honing these exemplary leadership practices. Women and Educational Leadership shows how the qualities that characterize women's approaches to leadership differ from traditional approaches'whether the traditional leader is a woman or a man. The authors reveal that women leaders are more collaborative by nature and demonstrate a commitment to social justice. They tend to bring an instructional focus to leadership, include spiritual dimensions in their work, and strive for balance between the personal and professional. This important book offers a new model of leadership that shifts away from the traditional heroic notion of leadership to the collective account of leadership that focuses on leadership for a specific purpose-like social justice. The authors include illustrative examples of leaders who have brought diverse groups to work toward common ground. They also show how leadership is a way to facilitate and support the work of organizational members. The ideas and suggestions presented throughout the book can help the next generation fulfill the promise of a new tradition of leadership. Women and Educational Leadership is part of the Jossey-Bass Leadership Library in Education series.

Ten prominent feminist researchers from diverse backgrounds examine educational leadership by focusing on critical questions about the theories, methods, and epistemologies feminist researchers use. The contributors analyze the impact of research on participants and assess the ethical and political implications of researching across groups. They explore the types of strategies feminist researchers have developed to address the problems of the field and propose alternative epistemologies that provide for more sensitive research methods and more complex research results. The book provides a timely examination of how gender inequalities were created and structured within U.S. systems of school administration, how they are maintained and perpetuated, and how they might best be understood and dismantled.

Coloring outside the Lines critically looks at mentoring from the perspective of women who have been historically marginalized in school leadership, and grounds itself in a variety of experiences, including those of women school leaders of color. Using a feminist poststructuralist framework, the authors deconstruct the mentoring of women within the culture of K-12 public school administration in which they work. Providing arguments that mentoring has been and can be discriminatory, the authors explore it as a vehicle for transformation and change in education leadership rather than abandoning it completely. Summary reprinted by permission of State University of New York Press

The results of a longitudinal study of women pursuing administrative careers provides a fuller understanding of the motivations of women and assists aspiring women in making informed career choices. The book has five sections. The first covers career stages common to most aspirants, but from a female perspective. In the second section, women reflect on marriage and family, as well as on current administrators. Because women have special problems working in an all-male profession, the third part describes their concerns about discrimination in the workplace. The fourth part presents the goals and expectations expressed by the respondents at the beginning of the study (1979-80), followed by information from the career update (1984-85) on their levels of advancement and their advice to other aspirants. In the afterword, the study and the profession of educational administration as they relate to female educators are examined. (SI)

Women Leading Education across the Continents is the first collection of research about and stories of women in basic and higher education leadership from every region of the globe. The chapters are authored by scholars representing every continent, including a keynote from the first all female team to traverse Antarctica. The book captures not only statistical data about the position of women in basic and higher education in over 17 countries, but relates compelling insights and stories about the challenges that women face in leadership, the limited access to education by young women, and some strategies for success that have fanned a flame to light the way for both women and men to follow toward equity and social justice.

The role of women in policy-making has been largely neglected in conventional social and political histories. This book opens up this field of study, taking the example of women in education as its focus. It examines the work, attitudes, actions and philosophies of women who played a part in policy-making and administration in education in England over two centuries, looking at women engaged at every level from the local school to the state. Women, Educational Policy-Making and Administration in England traces women's involvement in the establishment and management of schools and teacher training; the foundation of the school boards; women's representation on educational commissions, and their rising professional profile in such roles as school inspector or minister of education. These activities highlight vital questions of gender, class, power and authority, and illuminate the increasingly diverse and prominent spectrum of political activity in which women have participated. Offering a new perspective on the professional and political role of women, this book represents essential reading for anybody with an interest in gender studies or the social and political history of England in the nineteenth and twentieth centuries.