Contextualising the career pathways of women principals in Hong Kong: a critical examination

Abstract

The fields of gender and educational leadership have been enriched recently by analyses of national case studies from non-western contexts. By contextualising women's career development, these studies highlight the importance of including experiences other than those generated from Anglo-American-Australian contexts, thus broadening our knowledge base for more nuanced theorisation in the field. This paper contributes a close examination of the career histories of eight female primary school principals in Hong Kong. Our analyses identify a range of facilitators, including the expansion of promotion opportunities, strong values placed on education and training, professional encouragement and support and help in relieving family responsibilities. Valuable these factors may be, but we argue that they are incidental, informal, familial and individual, and incur the costs of burn-out and guilt. The discussion not only underlines the significance of case study and cultural and contextual specificities, it also provides a nuanced understanding of Chinese patriarchy.

Women in Education Management in Kosovo: A Hard Road Less Travelled

“…Earlier research studies tend to blame women's deficiencies and orientation for their underrepresentation (Hoyle 1969) or according to later research that women are said to lack confidence (Hoff & Mitchell, 2008;Young & McLeod, 2001) or lack motivation (Kaparou & Bush, 2007). Chan, Ngai & Choi ( 2016) discuss other factors and found out that family orientation overweighs career orientation. They (ibid.)…”

Gender and School Leadership: Breaking the Glass Ceiling in South Africa

“…For female principals to break this glass ceiling, they need to invoke and exercise their agency. As Chan et al (2016) notes, almost total absence of formal institutional support implies that women have to turn to their own means (agency) and bear personal costs when pursuing career progression.…”

“…In can be concluded that traditional stereotypes in the SMT structure were the major cause of rejection of female principals in these schools. As Chan et al (2016) argue, when gender norms in society prescribe different, and often inferior, roles to women, these shape the way schools are organised and the social perception of leadership. "Sexism tends to prevail when the school management or selection committee is dominated by men, who are more likely to hire and promote other men who look, think and act like them."…”

Leadership and the challenges faced by South African schools in a changing world

“…Following this, Sanderson and Whitehead (2016) determined that women had a lack of confidence when they were promoted to the position of school principal. Yet Chan et al (2016) note that a sense of guilt amongst women is often the reason why women do not consider leadership positions and retire prematurely. In addition, Chan et al (2016:208) suggest that women should be encouraged and given the necessary support, especially from senior staff, to seize opportunities for promotion.…”