Racially and Ethnically Diverse Women Leading Education: A Worldview: Volume 25

Cover of Racially and Ethnically Diverse Women Leading Education: A Worldview
Subject:

Table of contents

(20 chapters)
Abstract

Focusing on a 24-year period, specifically, 1980–2004, this chapter provides a historical and theoretical perspective on gender and educational administration in the United States. Drawing from extant literature on women in educational administration and on social theory, our analysis indicates that certain structural features of the public education system, namely the sorting rules for selection, retention, and promotion have critical consequences for all participants, especially for women. In order to identify the state of research on women in educational administration during this era, we discuss these concepts in relation to Shakeshaft’s “paradigm shift” model, which helps highlight where future researchers might add to the conversation. Based on our findings, we contend that future research on women administrators must move toward challenging and transforming extant leadership theories by incorporating women’s experiences.

Abstract

In this chapter we explore gender and regional disparities in leadership positions in major international organizations. To this end, we conducted data mining of the Yearbook of International Organizations 2007–2008, the largest database of profiles of high-ranking officials in international organizations ranging from intergovernmental organizations and non-governmental organizations. Findings indicate that significant gender and regional disparities exist in leadership positions; the vast majority of global leaders in the organizations were males, mostly educated in Western-based universities. Given the increasing influence of international organizations on various global issues, our findings enable us to question whether key international organizations equitably represent all people by developing and implementing the best policies for all people. Our findings also suggest that these organizations’ hiring and promotion practices need to be better understood, given that certain types of human resources (males educated in top Western-based universities) appear to be selectively appreciated, preferred, and accepted as leaders.

Abstract

Building on earlier research and discourse on women in educational leadership, we conducted a qualitative secondary analysis on conceptual and empirical research. A permeating theme throughout literature was women’s ability to negotiate gender and race in a historically marginalizing working environment. A key assertion made by authors is that by incorporating this dimension to their leadership can be helpful for those who search for life-sustaining contexts while simultaneously empowering themselves as agents of transformative change (Shields, 2010) who align everyday practice with core values. Implications and recommendation are offered that capture the impact of how women leadership behaviors interplay with race and gender.

Abstract

This appreciative inquiry study frames and reflects upon other ways of knowing: beliefs, values, and experiences of identity, diversity, and gender as lived in the Arab world and specifically in the United Arab Emirates. It emphasizes the paradigms informing ways of leading for western expatriate females and Middle East gulf region national females in leadership positions. Western ideology related to diversity, gender, and leadership are all reflected in ways of leading in the global society that is the United Arab Emirates but in some ways are contrary to Islamic notions of women as leaders in the Gulf region causing educational leadership female expatriates and nationals to shift paradigms and revisit their identity, gender, feminist beliefs, and ways of knowing leadership working in a global society.

Abstract

Answering the call for research that seeks to bridge theory and practice for the advancement of social justice, this chapter presents a creative collaboration between a social equity scholar and an active serviceman in the Canadian Army. Within a theoretical framework of leadership for social justice, we will draw on the literature as it specifically relates to women leaders and the potential of a learning leadership to bring about a paradigmatic shift in power and politics. Particularly attentive to the challenges for women leaders in male-dominated fields, this chapter will present Golda Meir as an exemplar.

Abstract

The purpose of this chapter is to present an overview of the status of African American women in academe. The primary context is the Predominately White Institution and the terms African American and Black are used interchangeably. We discuss the silencing of this group of women while privileging others. To date, little has been written on this topic. Much less has been written about the African American females’ struggles in silence, both personally and professionally (Collins, 1986). We end by putting forth strategies that African American women might consider as they soar in leadership roles.

Abstract

This chapter examined how ethnicity and culture affect perceptions and practices of social justice leadership in Jewish and Arab schools. Four female principals’ were interviewed. Key findings revealed that the principals’ background contributed to the shaping of their awareness and commitment to implementing principles of social justice in their schools. Although these female Jewish and Arab principals have grown up and developed in the same life circles as male principals, their experiences were highly influenced by gender, ethnicity, culture, and special circumstances that position them in situations that they see as unjust. Implications are discussed.

Abstract

This chapter features leadership practices sourced from more than 25 Māori (Indigenous) and non-Māori women in Aotearoa New Zealand (NZ) who are leaders of schools where Māori-based best practices benefit Māori and other systemically underserved students (e.g., children in poverty, Pasifika [i.e., Samoan, Fijian, Cook Island, Tongan] descent). This study, by Auckland-based scholars of North American, Indigenous, and international descent (Māori, Latino, African American/American Indian [Choctaw], and East Indian immigrant) examines the expression of Applied Critical Leadership (ACL) in women leaders participating in Te Ara Hou or The Māori Achievement Collaboratives (MACS), an initiative aimed at challenging status quo leadership practices, which result in persistent inequitable educational outcomes for Māori learners. Based on an analysis of data, women leaders demonstrated leadership that mirrored and exemplified leadership practices suggested in ACL research. Qualitative stories evidenced from women leaders in MACS provided exemplars of authentic and appropriate pathways for implementing effective leadership practices aimed at promoting whānau (family), iwi (tribe), and hapū (subtribe) engagement, context-specific pedagogy, tikanga (cultural protocols), and whanaungatanga (relationships) within mainstream school contexts. These findings affirm and validate research on the benefits of critical and culturally appropriate leadership around the world in a number of diverse contexts.

Abstract

This chapter begins with a traditional, cultural story of indigenous leadership from a young woman of the Ngāti Awa tribe in the Bay of Plenty, New Zealand. Some would say her acts of leadership went against the traditional gender roles in order to ensure the safety of her people. Others would say she demonstrated the cultural duality between male and female leadership roles. We consider this story within the context of the ongoing marginalization and educational disparities faced by disproportionate numbers of indigenous Māori students in New Zealand’s secondary schools. If these students are to take their rightful place as successful and valuable contributors to society then education, as it is currently constituted, must be reimagined, reled, and reformed. We explore the pathway of critical, transformative leadership being undertaken by both Māori and non-Māori; by female and male; that is currently seeking to address the aspirations of Māori students in these schools. Such a model seeks to create “critical” spaces where the “creative potential” and diverse funds of cultural knowledge that Māori students bring with them to schooling can contribute to leading to more transformative educational reform.

Abstract

In order for students of any age to compete in a globalized, ever-changing society, it is imperative that those in leadership roles reflect the needs of the communities they serve. Part of service in any capacity requires critical self-reflection and consistent assessment of “who is missing from the table,” in addition to conversation toward progress, social justice, and the transformation of antiquated ideologies and ways of knowing. As members of minority and historically marginalized groups reflect the majority of global citizens (Colby, S. L., & Ortman, J. M. (2015). Projections of the size and composition of the U.S. population: 2014–2060. U.S. Department of Commerce: Economics and Statistics Administration. Retrieved from https://www.census.gov/content/dam/Census/library/publications/2015/demo/p25-1143.pdf), a paradigm shift is needed so that students, leaders, and learners can exist in an environment that supports critical and cognitive approaches to the absorption of knowledge. Utilizing Black Feminist Thought, a framework was created to not only identify racially and ethnically diverse women in educational leadership, but to provide a “roadmap” or guide for the sustainability of these leaders in the academy as well as in P-12 school systems. A Black female scholar and a Black male working in secondary and higher education provide a guide to assist those working as educators, administrators in the spaces of secondary and higher education. This narrative provides information that will provide an avenue for the exposure, experiences, and equity for Black women in education to be at the forefront of educational reform.

Abstract

This chapter examines our leadership journey as Black female social justice leaders and culturally responsive leaders from the Caribbean Diaspora in Canada. Borrowing from Mullen, Fenwick, and Kealy (2014) and Campbell’s (2008) notion of leadership as a journey, we critically examine what it means to navigate educational leadership contexts. Through our lived experiences as racialized leaders, border crossing spaces and cultures, and with a deep sense and agency to resolve social inequities and injustice we critically gaze at our leadership contexts. This chapter examines ways we, as critical leaders, challenge inequities, issues of power and marginalization, and find transformative actions and purpose by critically reflecting on our leadership journey. This work will add to the educational leadership discourse by positing ways that leaders can develop agency and engage in leadership that is transformative – bringing theory into action.

Abstract

This chapter examined which APEC 21st-century skills Filipino women educational leaders best exemplify. It looked into the ways in which these leaders manifest these skills in their power roles. It also determined what their plans are for the ASEAN integration as they steer their organizations toward the goal of the Philippines, which is to open the country to better opportunities as it collaborates with its neighbors. Finally, this chapter generated theories based on the power roles of these Filipino women educational leaders. This study is a qualitative examination of the skills these leaders employ and uses a questionnaire to gather data from three women presidents of State Universities and Colleges in Northern Mindanao, the Philippines.

Abstract

In the context of cultural diversity and democratization in Nepal, ethical decision making with the central focus on the paradigms of care, justice, and critique is perceived as highly imperative in the life of school principals. However, the way each principal decides to remain ethical differs in practice as his or her own individual and school constructs vary from the other. The difference is much visible in the decision-making process of men and women principals. Considering this, a case study of men and women principals was carried out and the result showed that sociocultural constructs of the principals is primarily responsible to create the differences between them in terms of their ethical decision-making process. Sociocultural context of principals is not in the favor of the women’s decisive role, and thus women principals in their workplace make decisions after having several rounds of consultations. This serves to make their decision constructive as compared to the men principals who hardly consult in the decision-making process.

Abstract

The increasing number of women of color in organizational leadership positions within the US seems to indicate a societal appreciation for diversity. Yet recent studies show that African American women are more likely than other groups to feel the need to modify aspects of their personality in the workplace. While this and previous research has focused on a broad range of professions, there is a lack of discourse on how this manifests in the educational field. This chapter explores the extent to which African American women can be their authentic selves and still obtain and maintain educational leadership positions, particularly as K-12 principals and administrators. The topic is studied through a combination of firsthand accounts gleaned from interviews and round-table discussions with African American female school leaders, examination of data on organizational culture within schools led by African American women, as well as consideration for historical context. Ultimately, this work reveals a number of common threads in regards to the professional circumstances that might compel female African American school leaders to alter their personality, mannerisms, mode of expression, or even beliefs, and the strategies they have employed to address this and become successful when confronted with these challenges.

Abstract

Since 2008, the Global North universities and the rural district of Chilanga, Kasungu in Malawi, have endeavored to create a dialogic, inclusive, and reciprocal knowledge-transfer project. Numerous years of consultation with community members resulted in the creation of Transformative Praxis: Malawi, a project dedicated to bettering human conditions in one of the most impoverished areas of the world. Through participatory action research (PAR), the Malawian community strongly indicated the need to foster critical thinking, creativity, and social entrepreneurship in the areas of Education, Health, and Development. Although local women were prominent in all stakeholder meetings, a growing suspicion emerged that the inclusive intent of our research-based work was actually supporting existing male-oriented power structures, which exist despite ongoing assurances of the active participation of women in decision-making, and the purported matrilineal societal nature of Malawi. Through a progressive series of critical incidents connected to literature on PAR and women in impoverished communities, this chapter chronicles the manner in which local Chilanga women unexpectedly and unconventionally solidified their participation and authentic leadership in a Global North and South initiative based in Malawi.

Abstract

In our case study, we explored the perceptions of female-led and male-led educational leadership cohorts mentoring teacher candidates (mostly female) under faculty supervision. The study compares the educational leadership candidates’ cohort experiences and the teacher candidates’ perception of leadership development of individual students and as part of a group. Student teacher candidates engaged in generative mentoring relationships with educational leadership candidates by applying feedback from previous seminars and then revising their experiences in subsequent sessions. Our preliminary findings suggested that the structure of the seminars and collaborative partnerships contributed to student teachers’ understanding and application of pedagogical content knowledge, while critique occurred in facilitated sessions and discussions.

Cover of Racially and Ethnically Diverse Women Leading Education: A Worldview
DOI
10.1108/S1479-3660201725
Publication date
2016-11-24
Book series
Advances in Educational Administration
Editors
Series copyright holder
Emerald Publishing Limited
ISBN
978-1-78635-072-5
eISBN
978-1-78635-071-8
Book series ISSN
1479-3660