Highly Successful Women Administrators: The Inside Stories of How They Got There

Gupton, Sandra Lee; Slick, Gloria Appelt

doi:10.1177/019263659808259419

Cited by 40 publications

(63 citation statements)

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“…The reality proved to be more challenging than the women anticipated when having to deal with: negativity amongst their staff; a lack of professionalism and maturity; a realization that not all of their staff liked or trusted them; negative comments, discrimination, and backstabbing. Gupton and Slick [20] urge women not to reinforce the glass ceiling by not believing in themselves, and their potential to do well in leadership positions.…”

Section: Discussionmentioning

confidence: 99%

“…At the time of the study, Emma seemed frustrated, stressed and worn down by her post as a principal and decided to resign after only two years. Gupton and Slick [20] urge women not to reinforce the glass ceiling by not believing in themselves, and their potential to do well in leadership positions. Candice and Emma, on the other hand, had succumbed to negative experiences in their role as principals by feeling unworthy and alone.…”

Section: Discriminationmentioning

confidence: 99%

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The Experiences of Female Principals in the Gauteng Province

Schmidt

Mestry

2015

EDUCATION

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Gender bias towards South African female principals remains a problem and compelling issue. The South African Constitution addresses gender equality, yet women still do not experience equal rights in practice. Using a theory of intersectionality, this study highlights the experiences of three Coloured South African female principals and how they negotiated various challenges and obstacles that they were faced with in their day-to-day running of their schools. Using openended questionnaires and semi-structured interviews, it was found that the principals' strong upbringing and family support, and sound educational background paved the way for them to become effective leaders despite numerous challenges. The results provide a significant contribution to the small body of literature employing intersectionality theory as well as the literature around female principals' experiences in South Africa. Sub-intersectional themes emerged providing a deeper understanding of their experiences, challenges and successes. These contextual themes examine the impact of social networks that include family and friends as well as professionally and types of discrimination and stereotyping on their experiences as principals.

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Section: Discussionmentioning

confidence: 99%

Section: Discriminationmentioning

confidence: 99%

The Experiences of Female Principals in the Gauteng Province

Schmidt

Mestry

2015

EDUCATION

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“…The questionnaires were based on Broadbridge (2008), Gupton and Slick (1996) and Lyness and Thompson (2000) and largely adapted based on the findings of previous regional research in order to suite the Arab situation. The general outlines of the questionnaires and interviews were borrowed from Gupton and Slick (1996).…”

Section: Research Instrumentsmentioning

confidence: 99%

“…The general outlines of the questionnaires and interviews were borrowed from Gupton and Slick (1996). The questionnaires allowed for both concise, quantitative responses as well as short answer/essay responses that were qualitative in nature.…”

Section: Research Instrumentsmentioning

confidence: 99%

Being and Becoming a Leader: Arabian Gulf Women Managers’ Perspectives

Abdalla¹

2014

IJBM

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This study examines the challenges and opportunities of Kuwaiti, Emirati and Qatari female managers at the major milestones of their career paths, and also explores their perceptions of Arab women leadership competencies. Questionnaires responses of 84 Kuwaiti, 47 Emirati and 43 Qatari female lower/middle managers were used, and 63 of them were interviewed. The findings of the three samples were similar, and they indicated that the main barriers were formal and informal gender-discrimination practices, trivialization of female skills and scholarship, difficulty in accessing certain professions and cross-gender social network and support. Lack of 'formal' mentoring systems and female role-models were considered of a lesser value compared to the difficulty in accessing significant social network at work. Balancing work and life responsibilities was not as a major problem as in the West. Male relatives were often perceived as either major hindrances or great help. The respondents perceived themselves as high-potential employees who were as assertive and competitive as their male counterparts, and relatively more cooperative and androgynous leaders. They also saw themselves as more cooperative, competitive, assertive and career-oriented than the average Arabian Gulf working woman. The respondents did not see the average working woman in a stereotypical way, except for the notion that 'women lack workplace political savviness'. Mostly, the findings were consistent with regional and international literature, however patriarchy, gender-biased legal and organizational systems and dictated traditional gender-roles augmented the career challenges of Arabian Gulf women. The findings were discussed within the region's socio-political context.

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“…Though there is a conflation in the literature between sex (biology) and gender (the social construction of normative behavior), studies of female superintendents suggest that females do not enjoy the same level of encouragement, mentorship, or sponsorship as do males, and that they continue to face gender bias and gender discrimination (Bell, 1995;Blount, 1998;Brunner, 2000bBrunner, , 2003Grogan, 1996;Kachur-Reico, 2010;Kamler & Shakeshaft, 1999;Ortiz & Marshall, 1988;Shakeshaft, 1989Shakeshaft, , 1999Skrla, Reyes & Scheurich, 2000;Tallerico, 2000). Others contend that context plays an important role in who is hired in administrative positions, as women have been documented to have gained strides in obtaining administrative positions in very small school divisions (Gupton & Slick, 1996;Wallin, 2005a;2005b), remote school divisions (Kachur-Reico, 2010), and inner-city urban divisions (Mertz, 2003;Murtadha-Watts, 2000). As well, while some researchers argue that there are significant differences in the ways in which men and women lead that may impact on the perceptions of their effectiveness (Bjork, 2000;Brunner, 2000a;Chase, 1995;Gilligan, 1982;Marshall, Patterson, Rogers & Steele, 1996;Pounder, 1990, Shakeshaft, 1989, 1999, others have argued that leadership style has little to do with gender and/or more to do with accommodations to socially constructed leadership norms (Astin & Leland, 1991;Eagly & Johnson, 1990;Eagly & Johannesen-Schmidt, 2001, Eagly, Karau & Johnston, 1992 Added to this is the common understanding that the nature of the position of superintendent has changed dramatically in the past decade (Grogan, 2000), which has implications for both men and women in the position.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

An Empirical Study of the Career Paths of Senior Educational Administrators in Manitoba, Canada: Implications for career development

Wallin

2013

mje

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This paper conceptualizes queue theory (Tallerico & Blount, 2004) to discuss a mixed-methods study that determined the career patterns of senior educational administrators in public school divisions in Manitoba, Canada, compared by position, context and sex. Findings indicate that queue theory has merit for describing the career paths of senior administrators in Manitoba, but it must be qualified. Context creates labour queue stratifications based on educational level (access), the extent to which senior administrators are channeled into traditional career paths, and number of positions served overall. Context, sex and position interact to form queues based on leaves from service, and create discrepancies on the experiences of career supports and work challenges.Cet article conceptualise la théorie des files d’attente (Tallerico et Blount, 2004) pour exposer les résultats d’une étude basée sur des méthodologies diverses, étude ayant établi les parcours professionnels d’administrateurs scolaires « seniors » au sein des divisions scolaires publiques manitobaines, au Canada, en les comparant par position, contexte et sexe. Les résultats démontrent que la théorie des files d’attente est pertinente lorsqu’il s’agit de décrire le parcours professionnel des cadres supérieurs au Manitoba, mais que celle-ci doit être nuancée. Le contexte génère une stratification des files d’attente des candidats, fondée sur le niveau d’éducation (accès), la mesure dans laquelle les cadres supérieurs sont orientés dans des parcours professionnels traditionnels et le nombre de positions occupées dans son ensemble. Le contexte, le sexe et la position hiérarchique interagissent pour produire des files d’attente alimentées par les départs et créer des divergences entre les outils de développement de carrière et les défis de l’emploi

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Highly Successful Women Administrators: The Inside Stories of How They Got There

Cited by 40 publications

References 0 publications

The Experiences of Female Principals in the Gauteng Province

The Experiences of Female Principals in the Gauteng Province

Being and Becoming a Leader: Arabian Gulf Women Managers’ Perspectives

An Empirical Study of the Career Paths of Senior Educational Administrators in Manitoba, Canada: Implications for career development

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