By Jennifer L. Martin
ISBN-10: 0313391696
ISBN-13: 9780313391699
ISBN-10: 031339170X
ISBN-13: 9780313391705
Total, schooling is a box nonetheless ruled through ladies, but ladies don't in general pursue or reach management positions on the administrative point. study has printed many of the purposes for this: ladies nonetheless adventure gender discrimination in schooling careers, adventure better attrition charges, and feature slower profession mobility than do males. also, ladies in schooling are it sounds as if much less valued, and their functionality is extra significantly evaluated, as in different fields. This insightful textual content indicates the gender-based inequities and discrimination ladies face whilst aiming for management positions in schooling, and lays out a plan to deliver luck to this point of the sphere that remains male-dominated.Women as Leaders in schooling: Succeeding regardless of Inequity, Discrimination, and different demanding situations is the results of a workforce of prime feminist educators and students. It delves into feminist women's management in schooling from kindergarten to graduate tuition. This two-volume paintings assesses the ancient and present political panorama in regards to ladies hitting a "glass ceiling," problems with social justice, and the original demanding situations girls face in academic management in addition to the hot box of instructor management.
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Additional info for Women as Leaders in Education 2 volumes : Succeeding Despite Inequity, Discrimination, and Other Challenges (Women and Careers in Management)
Sample text
The feminist agenda: A work in progress. In J. ), Unfinished agendas: New and continuing challenges in higher education (pp. 1–34). Baltimore: Johns Hopkins. Gobo, G. (2004). Sampling, representativeness, and generalizability. In C. Seale, G. Gobo, J. F. Gubrium, & D. ), Qualitative research practice (pp. 435–56). Thousand Oaks, CA: Sage. Hart, J. (2006). Women and feminism in higher education scholarship: An analysis of three core journals. Journal of Higher Education, 77, 40–61. Kitzinger, C. (2004).
Only 11 percent of the respondents described divorce or loss of a long-term relationship or difficulty forming committed relationships as a sacrifice due to their careers. Overall, 67 percent of the women who answered the question on sacrifices reported that they had given up or compromised other goals due to their careers; 29 percent believed that they had not done so; and the rest were uncertain. Notwithstanding the life-altering problems of maintaining committed relationships and limitations on having children, the most commonly reported sacrifices were simply reduced time for other life goals: for family (spouse/ partner, children, or both), reported by 26 percent, and for personal interests and social life, reported by 18 percent.
Rak. S. Department of Education. pdf. National Center for Education Statistics. (2010). Digest of education statistics 2009, NCES 2010-013, by T. D. Snyder & S. A. Dillow. S. Department of Education. pdf. Patton, M. Q. (2002). ). Newbury Park, CA: Sage. Schmitt, M. , Spoor, J. , & Branscombe, N. R. (2009). Rose-colored glasses: How tokenism and comparisons with the past reduce the visibility of gender inequality. In M. Barreto, M. K. Ryan, & M. T. ), The glass ceiling in the 21st century: Understanding barriers to gender equality (pp.
Women as Leaders in Education 2 volumes : Succeeding Despite Inequity, Discrimination, and Other Challenges (Women and Careers in Management) by Jennifer L. Martin
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