The empowerment of women in school psychology: Paradoxes of success and failure.

Conoley, Jane Close; Welch, Kathryn

doi:10.1037/h0090521

Cited by 7 publications

(6 citation statements)

References 24 publications

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“…Yet, these same patterns of gender segregation may be evident in psychology and school psychology (Russo, Olmedo, Stapp, & Fulcher, 1981). Although the majority of graduate students in psychology are female, the majority of trainers are male (Conoley & Welch, 1988). Although 65% of the students completing doctoral programs in school psychology are women, they are less likely than their male counterparts to pursue academic careers (Wilson & Reschly, 1991).…”

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Employment-related differences between male and female school psychologists

1994

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A total of 636 full-time school psychologist practitioners in Pennsylvania were surveyed and asked to complete a demographic data form and to estimate the actual percentage of time they spent in assessment, counseling, consultation, research, clerical tasks, and administrative tasks, and the amount of time they desired to spend in each of these roles. No statistically significant differences were found between male and female school psychologists in actual time spent in various roles or the time desired to be spent in various roles. Male school psychologists were found to work longer contract lengths and to make more money than their female counterparts. When monthly salaries were compared (adjusted for differences in contract length), statistically significant salary differences between male and female school psychologists were found.Historically, men and women have been treated differently in employment, and gender differences still persist throughout the labor market. Women continue to earn less than similarly qualified men. Females tend to be employed in positions that receive less on-the-job training and use less capital. A lower market value for prior labor experiences also haunts women in the work force (Barron, Black, & Loewenstein, 1992). Barron et al. (1992) argued that the latter two factors can be used to explain the wage gap between the genders. Employers view women as more likely to leave their job; they therefore spend less time training them, which in turn leads to fewer opportunities among females. Males, who are percieved as less likely to leave their job, receive more training and, consequently, greater opportunity for promotion and higher wages.Women are also less likely to receive positive evaluations for their leadership performance. They may not even be noticed as assuming leadership functions. Often, women are seen to be less dominant and oriented more toward the sociaVemotiona1 well-being of the group than to accomplishment of tasks (Conoley & Welch, 1988). Thus, Conoley and Welch (1988) argued, women are often seen negatively when vying for leadership roles. This negative bias toward women in leadership roles lessens a woman's chances of being hired or promoted into leadership positions.Gender differences are clearly evident in the field of education. Although male/female ratios become more even at the junior high and senior high school levels, 83% of all elementary teachers are still female. At the secondary level, two thirds of all math, science, and vocational education teachers are male, whereas two thirds of all English, foreign language, and business education teachers are female (Schmuck, 1987).Women are also grossly underrepresented in administrative positions in education.In 1982, almost all (96%) superintendents and assistant superintendents were men. Eightyfour percent of principals were men. Even at the elementary level, where women principals are somewhat more prevalent, they accounted for only 18% of principals (Schmuck, 1987). These patterns present clear evidence to ch...

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“…Males, in contrast, tend to be more involved with the administrative staff, and are more active and directive during consultation, using risk-taking or systemic models. Males spend longer time with a case and do more extra classroom and parent liaison activities (Conoley & Welch, 1988).…”

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Employment-related differences between male and female school psychologists

1994

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“…It has been demonstrated that male and female consultants are perceived as equally effective by teacher consultees (Harris, Ingraham, & Lam, 1994), although female consultants may occupy more influential consultation roles in a school organization less often than male consultants (Conoley & Welsh, 1988).…”

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confidence: 99%

Consultant Verbal Control and Consultee Perceptions

Houk¹,

Lewandowski²

1996

Journal of Educational and Psychological Consultation

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High verbal control is a way of exercising interpersonal power and may be an important influence on consultation process and outcome. In this study, two groups of public school teachers were shown videotapes depicting either high or low levels of consultant verbal control. Dependent measures included a consultation-acceptance rating, a behavioroid measure assessing consultee commitment to future consultation meetings, and a thought-listing technique soliciting covert cognitive responses occurring while the teachers viewed the consultation exchanges. Results indicated that the verbal control manipulation produced differences in teachers' perceptions of the consultant's level of verbal control. After viewing the vignettes, 16% of the teachers expressed willingness to commit to future consultation. However, there was no apparent detrimental effect of high consultant verbal control: Of those teachers willing to commit, differences between high and low control were not significant. Post hoc analysis of acceptance scale items indicated that participants thought the consultee learned more about the problem discussed during the consultation under the high consultant verbal control condition. Advantages and limitations of high consultant verbal control as a consultation process variable are discussed, and recommendations for future consultation research are offered.

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“…'Where we stand depends on where we sit." (Bargal, Gold, & Lewin, 1992, Conoley and Welch (1988) wrote:…”

Section: Some Commentary I Used To Think There Was a Truthmentioning

confidence: 99%