TY - JOUR
T1 - The gender dynamics of educational leadership preparation: a feminist postmodern critique of the cohort experience
AU - Killingsworth, Molly F
AU - Cabezas, Christy T
AU - Kensler, Lisa A W
AU - Brooks, Jeffrey Scott
PY - 2010
Y1 - 2010
N2 - The purpose of this study was to examine gender dynamics in educational leadership
doctoral cohorts and explore the propensity for educational leadership programs to
unintentionally perpetuate inequity through continued silence and unawareness of
issues related to gender. The study includes narratives from two women cohort
members and two professors (one man, one woman), detailing their experiences in an
educational leadership preparation program at the pseudonymous Southern
University. The authors conclude that it is important for students and faculty to
proactively engage gender inequity in both professional venues and during informal
interactions. Professors who engage in these conversations create opportunities for
students to facilitate discussions regarding gender inequity in educational leadership.
The cohort model allows students to be in a supportive environment where difficult
conversations can take place, but it can also perpetuate inequity and oppression
unless gender dynamics are interrogated and dismantled.
AB - The purpose of this study was to examine gender dynamics in educational leadership
doctoral cohorts and explore the propensity for educational leadership programs to
unintentionally perpetuate inequity through continued silence and unawareness of
issues related to gender. The study includes narratives from two women cohort
members and two professors (one man, one woman), detailing their experiences in an
educational leadership preparation program at the pseudonymous Southern
University. The authors conclude that it is important for students and faculty to
proactively engage gender inequity in both professional venues and during informal
interactions. Professors who engage in these conversations create opportunities for
students to facilitate discussions regarding gender inequity in educational leadership.
The cohort model allows students to be in a supportive environment where difficult
conversations can take place, but it can also perpetuate inequity and oppression
unless gender dynamics are interrogated and dismantled.
UR - http://jrl.sagepub.com/content/5/12.toc
U2 - 10.1177/194277511000501209
DO - 10.1177/194277511000501209
M3 - Article
VL - 5
SP - 531
EP - 567
JO - Journal of Research on Leadership Education
JF - Journal of Research on Leadership Education
SN - 1942-7751
IS - 12.9
ER -