Paradigm shift or paradigm stasis? An analysis of research on U.S. women in educational leadership from 1980-2004

Terri Watson, Diane Hodgins, Jeffrey Scott Brooks

    Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

    1 Citation (Scopus)

    Abstract

    Focusing on a 24-year period, specifically, 19802004, 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.
    Original languageEnglish
    Title of host publicationRacially and Ethnically Diverse Women Leading Education
    Subtitle of host publicationA Worldview
    EditorsTerri Watson, Anthony Normore
    Place of PublicationBingley UK
    PublisherEmerald Group Publishing Limited
    Pages1-22
    Number of pages22
    Volume25
    ISBN (Print)9781786350725
    DOIs
    Publication statusPublished - 2017

    Publication series

    NameAdvances in Educational Administration
    PublisherEmerald
    Volume25
    ISSN (Print)1479-3660

    Keywords

    • Educational leadership
    • women and leadership
    • social justice
    • gender equity
    • principals
    • superintendents

    Cite this