Women into educational leadership and management: international differences?

Abstract

The under‐representation of women in positions of senior management within educational institutions continues to be a matter of some concern, particularly as the teaching force is largely dominated, nationally and internationally, by women. Studies on gender and leadership have revealed a number of barriers to women seeking educational leadership and management positions. This paper is based on narratives drawn from women aspiring to leadership and management in different educational contexts, from very different parts of the world. The study examines the “glass ceilings” and “glass walls”; that is, horizontal and vertical barriers faced by each of the women within their cultures and environments.

South African Female Principals’ Career Paths: Understanding the Gender Gap in Secondary School Management

“…In the case of the studied women principals their inexperience and lack of exposure to management was informed by their own agency and the larger context of historical and cultural norms and social expectations of the roles played by men and women in society. Arguably, their experiences were a result of the impositions of traditional male hegemony at the social or macro levels and the patriarchal culture and climate within schools as organisations (Cubillo and Brown, 2003). While gendered social practices occur externally, they indirectly and directly affect women's agency to take the initiative to participate in the principalship because they suggest what can and cannot be done by women, making the route to the principalship a highly complex experience for women.…”

“…Van Eck et al (1996) established that within the management route women's experiences are influenced by personal, organisational and social factors. These factors were also identified by Cubillo and Brown (2003) as categories of analysis that show the different levels at which women's participation in education management is affected. In Cubillo and Brown's framing, the personal (micro) level, is where women grapple with internal issues such as professional experiences, aspirations, ambitions and confidence -what Tallerico (2000) calls the 'individual agency'.…”

Gendered educational leadership: beneath the monoglossic façade

“…Jennifer's approach was seen to be underpinned by vulnerability, lack of ruggedness and dynamism, and what Wyn perceived as children's need for 'strong male role models'. These constructions demonstrate a discourse of women's leadership as lacking remains (see Shakeshaft, 1987;Coleman, 2003); that some women undermine women in positions of power (Cubillo and Brown, 2003;Fuller, 2013). …”

The Experiences of Female Principals in the Gauteng Province

“…She cited many examples that contributed to these feelings and experienced great stress at work and home, and as a result, thought of resigning. Cubillo and Brown [14] found that South African women struggle with personal issues such as professional experiences, conflict, emotions, aspirations, ambitions, and confidence, particularly impacted by class. On the other hand, Matilda and Emma consistently displayed high levels of self-esteem.…”