How to Add a New Field in Existing Kanban View in Odoo 17
Dr. Kritsonis, NATIONAL FORUM JOURNALS, www.nationalforum.com
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 28, NUMBER 2, 2010-2011
GENDER RELATED ISSUES IN
ELEMENTARY SCHOOL LEADERSHIP
Amy Burkman
University of Texas of the Permian Basin
ABSTRACT
While the glass ceiling has been broken in regards to access to
educational leadership, females in administration still face gender
related prejudices and challenges in daily practice. The purpose of this
paper is to evaluate what challenges women in educational leadership
face and what issues are specific to serving in an elementary school.
Female principals serving in elementary schools in twenty urban school
districts in Texas were surveyed to identify the top five gender specific
issues faced in daily practices. These issues are discussed and future
implications for educational leadership programs and professional
development are evaluated.
Introduction
A
s women break through the glass ceiling of leadership, fissures are
weakening the structure of male-dominated leadership, and research is
necessary to increase cultural and gender awareness. According to Dana and
Bourisaw (2006a), perceptions, not reality, determine the leadership
opportunities and success for women in leadership. As women face these
perceptions, in addition to the challenges of the job, they need to be
adequately prepared through leadership preparation programs and
professional development.
Attention to women’s retention in administration is as important to
improving women’s numerical representation and integration into the role of
educational leaders as understanding how women attain the leadership
64
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position (Tallerico, 1999). To understand the path of leadership and the
issues that impact retention, researchers must start at the early experiences of
women in leadership. Once the early experiences of leadership are
understood women can be better prepared to face gender-specific challenges
as they move to higher level positions.
Literature Review
Female leaders in the K-12 system face unusual challenges. These
women are often caught in a dichotomy between their gender and
expectations of leadership. The school community calls on the woman
principal to be caring, compassionate and collaborative, while teachers and
parents also want the principal to be decisive, firm and willing to provide
direction (Buttignol & Diamond, 2003). Current gender related leadership
issues need to be identified in order to better prepare women prior to entering
leadership roles, which will, in turn, increase opportunities in district level
positions.
Women in leadership historically begin in the position of elementary
principal, and the issues they face in this position influence the way they
approach leadership in higher administrative positions (Grogan, 2005), but
the majority of leadership studies for women in education focus on the
superintendency. To understand the general leadership experiences of
women, these studies are important to the current study.
Historically, women have been an active part of the educational
system. Prior to the suffrage movement, women held approximately 30% of
district level superintendent positions. The women’s suffrage movement not
only increased the availability of educational training to women, but also
caused a whiplash of executive decisions that decreased the opportunities for
women to take leadership positions (Blount, 1999; Dana & Bourisaw, 2006).
This whiplash reduced the number of women superintendents to 11% of the
total by the 1930s.
By the 1960s, two workplace issues still existed; access to equity of
benefits and access to leadership positions (Dana & Bourisaw, 2006a).
Blount (1998) stated that “women have not enjoyed easy access to the local
district superintendency… In 1910 women served in 327 out of 5,284 local
3. Amy Burkman 66
school districts. By 1970 women superintended only 73 out of 10,431 local
districts, producing a steady decline in representation from 6.19 percent to
only .70 percent” (p. 183). Currently, approximately 12% of superintendents
are women while over 65% of the workforce in education is women
(Shakeshaft, 2000). Growe and Montgomery (2002) found that the majority
of female superintendents either started in or occupied positions in small
districts with few central administration officers and declining enrollment.
In the 21st
century, finding an educational leadership position
presents the greatest challenge to women, although they are the majority
gender entering educational leadership preparatory programs (Bjork, 2000).
Kamler (1999) presented evidence that search consultants historically do not
select women for superintendent positions. Seven reasons were identified as
part of this research:
1) the ratio of male vs. female applicants is still disproportionate;
2) women are more satisfied holding highly visible, responsible
administrative positions;
3) women rarely have secondary leadership experience;
4) men typically have more superintendency experience;
5) few consultants search for women applicants;
6) women lack an interest in the superintendency due to an avoidance of
failure; and
7) boards perceive women as weak.
These reasons, as well as a lack of women working as search consultants,
stymie the access women have to superintendent positions. Dana and
Bourisaw (2006) verified that “all too frequently, women leaders are viewed
through the lens of male leadership and face confounding biases toward
them” (p. 67).
Leadership studies of women have shown that women are often
uncomfortable using a directive, authoritarian approach due to a public
perception of women behaving inappropriately when assuming that role
(Lips, 2003; Brunner, 2000). Women’s tendencies to nurture and to
collaborate often breed a stereotype of weak leadership without looking
toward the success of the organization. Such sex-role stereotypes negate the
opportunities of women in educational leadership, although “toward the end
of the twentieth century, school and school district leaders had come to
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understand and practice both situational leadership…and transactional
leadership” (Dana & Bourisaw, 2006a, p. 170). Dana and Bourisaw (2006b)
also believe “the research [they] have completed over the past five years
clearly identifies the strong role that cultural values, sociopolitical practices,
and gender-structured policy play in determining women’s access to and
tenure in the public school” (p. 27).
Female public school superintendents are described by the U.S.
Department of Labor as working in the most gender stratified executive
position in the country (Bjork, 1999). Skrla (2000) stated that within the
context of public school leadership the role of the superintendency is socially
constructed. Social constructs, such as the assumption that males are more
effective leaders than women, create the apparent realities of societal roles.
While studies have been done to reflect on the experiences of
superintendents, male superintendents are the dominant participants in these
studies (Marshall, 1997). Skrla found that policy initiatives will only take
place if women hear and understand women with similar experiences.
Implications of Current Research
The proposed study holds particular interest due to its potential
impact on the future of educational leadership. Research in the area of
women in elementary school leadership can help all women better prepare to
lead at the campus and district level. Brunner (2000) reveals that “the
presence of women in the superintendency has tremendous potential to
change the specific common perceptions that have, in the past, disallowed
women the position” (p. 36). Women need to successfully attain and flourish
in campus leadership positions to increase access to the superintendency.
All leaders struggle with learning what good leadership
characteristics are, but women face special issues (Gunbayi 2005).
Consistently across the literature, the following issues have been identified
as challenges faced by women in leadership (Coleman, 2003; Aladejana &
Aladejana, 2005; Fennell, 2005; Celikten, 2005; Whitehead, 2001):
1. Cultural stereotype of professional roles
2. Male dominant culture
3. Lack of acceptance by male subordinates
5. Amy Burkman 68
4. Lack of acceptance by female subordinates
5. Sexual harassment
6. Marital and extended family problems
7. Lack of parental support
8. Lack of support from upper administration
9. Lack of support from female friends and family
10. Lack of respect from students
Coleman (2003) found additional issues, such as isolation and procedure for
challenging the male stereotype of leadership. While aggressive, assertive
behavior is expected of male leadership, women are assumed to be caring,
tolerant and nurturing. These stereotypes limit the availability of positions to
women, and create expectations that deter from successful leadership
practices. Isolation can result from the stereotypical expectations of
leadership. Coleman (2003) also found that professional women were also
faced with sexist language and expectations during professional activities in
addition to facing these issues at work.
Statement of the Problem
This study seeks to analyze the top five areas identified as concerns
to the female leadership in elementary campuses. Once these issues are
understood, implications for leadership preparation programs and
professional development can be determined.
Methodology
A simple quantitative survey was emailed to one hundred female
elementary principals selected through a random sampling method. Twenty
districts were randomly selected from the list of districts in three large urban
areas. From each district, five female elementary principals were randomly
selected to receive the survey. The independent variables identified in the
study are the women administrators, while the dependent variables are the
issues faced by these administrators.
The survey contained a list of twelve issues identified (Table 1) in
the literature review, and the principals were asked to mark each issue that
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had been encountered during their careers as elementary principals.
Descriptive statistics were used to show the percentile ranks of each issue.
The percentage of votes per issue was calculated and the top five issues were
identified.
Table 1
Twelve Identified Issues
Issue Yes or No
Cultural stereotype of professional roles
Male dominant culture of leadership
Lack of acceptance by male
subordinates/coworkers
Lack of acceptance by female
subordinates
Sexual innuendo by male
subordinates/co-workers
Marital problems
Extended Family problems
Lack of support from higher
administration
Lack of support from female
friends/family
Lack of support from parents of
students being disciplined
Lack of respect from male students
Lack of respect from female students
Of the one hundred elementary principals identified for the study, eighty-
three percent responded to the survey. Seven administrators chose to write in
comments as well as marking the challenges encountered in their roles as
administrators. The return rate was well above the anticipated percentage.
Findings and Analysis of Data
The top five issues were consistently identified across the population
of elementary principals. Table 2 shows the percentages of administrators
that identified each area as affecting women in the role of elementary
7. Amy Burkman 70
leadership. Table 3 shows the top five issues identified as being experienced
the most by elementary administrators.
Table 2
Issue Experienced
Cultural stereotype of professional
roles
25%
Male dominant culture of leadership 35%
Lack of acceptance by male
subordinates/coworkers
5%
Lack of acceptance by female
subordinates
10%
Sexual innuendo by male
subordinates/co-workers
15%
Marital problems 5%
Extended Family problems 5%
Lack of support from higher
administration
25%
Lack of support from female
friends/family
>1%
Lack of support from parents of
students being disciplined
20%
Lack of respect from male students 5%
Lack of respect from female students >1%
Table 3
Issue Experienced
Male dominant culture of leadership 35%
Cultural stereotype of professional
roles
25%
Lack of support from higher
administration
25%
Lack of support from parents of
students being disciplined
20%
Sexual innuendo by male
subordinates/co-workers
20%
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As is indicated in Table 3, the top five issues were experienced by twenty
percent or more of the administrators in the study. Of the twelve issues
identified in the literature review, four of them were experienced by less than
1% participants in the study.
Discussion
The top issue identified in the study as relevant to female
administration in the elementary school was the male dominant culture of
leadership. Men have historically held leadership position in education, and
the transition to women in leadership has been gradual. Outside of
elementary education, males still dominate the administrative arena and this
leads to pressures on women to perform with different expectations than
those of men.
The second major issue identified in the study was that of a cultural
stereotype of professional roles. Women in professional roles expected to be
caring and compassionate, yet being an administrator calls for thinking on
your feet and making difficult decisions (Buttignol & Diamond, 2003).
Women administrators in this study felt that the expectations placed on them
were contradictory and based on perceptions of the school constituent. The
cultural background of the constituent influenced the perceptions of the
leadership, leaving women at a disadvantage. Female leaders are often
underutilized or have unrealistic expectations placed on them based on the
cultural stereotype they face.
A lack of support from both higher administration and parents was
also identified as having the most impact on female leadership. Female
administrators often feel caught between a rock (administration) and a hard
place (parents). Upper administration, whether female or male, has certain
expectations of women in the principalship. Some district level
administrators have lower expectations of elementary principals, and this
translates into a lack of respect for the leaders on those campuses. Many
female administrators translate this issue into a gender specific area. Parents
also have issues with female leadership, especially when they are doling out
discipline. When a female administrator has to contact a father or male
guardian, resistance is often immediate. Many men see this as an intrusion or
a reflection on their parenting skills. This, paired with prospective cultural
9. Amy Burkman 72
clashes, can make the work of a female administrator very difficult. A lack
of support based on gender issues affects these leaders in everyday
situations.
The final issue identified as having an impact on women in
leadership was sexual innuendo being made by male subordinates/co-
workers. While this is surprising for the educational setting, it is an age old
problem that plagues women in all professional roles. To combat this is to
take seriously the fact that sexual comments are not appropriate in any
setting or for any reason.
Administrators that participated in the study included several
comments regarding their experiences with some of the issues. One
participant felt that a lack of support from parents was not relegated to
female principals. When a student is being disciplined parents often strike
out at the administrator regardless of the gender of the administrator.
Additionally, parents of specific cultural groups responded negatively to
women in all roles, not just leadership roles. Similarly, other participants felt
that a lack of respect from male students was not generalized, but came from
specific cultural groups. These groups were not respectful of women even if
the women represented the same cultural group. Women are viewed
differently based on the cultural groups of the school constituents.
While the top five issues in the study were identified, the research
does not end here. Knowing the issues does not create understanding of how
to educate the school community on how to avoid making these assumptions
or reacting to female leadership in inappropriate ways. Further studies need
to be done to assess why perceptions of women in leadership allow for
differing expectations and assumptions.
Another area for future study is to see if secondary administrators
experience the same types of issues that the elementary administrators faced.
If these issues occur across K-12 administration, education is necessary to
reduce instances of inappropriate interactions with women in leadership.
10. 73 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Implications for K-12 and Higher Education Institutions
In the field of education women have made steady gains in the move
toward campus administration. Both the K-12 organization and leadership
programs in higher education need to be prepared to train and support
women in leadership positions. Additionally, professional development
programs and early mentoring programs need to be aware of the struggles
faced by women in administration. Within the context of leadership
preparation, women can be taught to alleviate many of these issues through
basic awareness and coping skills. Support created through a group of like-
minded leaders and women from the field of educational leadership will
better prepare women for leadership within the elementary setting. This
study has implications for all of these areas.
Implications for K-12
Leadership research profoundly impacts the way a K-12 organization
selects, trains, and evaluates leadership personnel. Knowing the success rate
of women assigned to campus leadership positions affects the way
educational organizations approach the application process. Having access to
leadership information specific to women also demystifies the woman as
leader. The fear of hiring a woman reduces as the understanding of how
women integrate into school culture increases.
Training applications are also important. As women progress
through the ranks of school administration, leadership training becomes part
of the process in all school organizations. By understanding which issues
women face in daily practice the district can provide professional
development that adequately supports them. Professional development meets
the needs of the district and the district meets the needs of administrators
through professional development.
K-12 school systems can also provide teacher and parent specific
trainings on the roles of administration. If the cultural atmosphere of a
district is not gender friendly, the district can provide gender and sensitivity
training to staff, volunteers and community members. Providing this training
will show support to staff and will show the constituents of the district that
the employees are important to the educational system.
11. Amy Burkman 74
Implications for Higher Education
Implications for higher education are more explicit than those of K-
12 education. The majority of administrator preparation programs in higher
education train leaders to work in the K-12 organization. The research put
forth in this project will to support and encourage leadership programs
specifically for women in educational leadership roles. As specific studies
investigate the relationships between gender-specific leadership practices and
performance expectations, training expectations can correlate with these
expectations.
Administrator preparation programs would benefit from adapting
current curriculum to respond to gender specific issues. The following
suggestions require no significant change in programming:
1. Emphasize different leadership styles without connecting
them to specific genders.
2. Incorporate gender-specific discussion into cultural
proficiency courses. Identify specific cultural, religious, or
ethnic groups that have gender related beliefs and expectations.
An understanding of how cultural perceptions of leadership
affect sustained leadership is crucial for the development of
leadership preparation programs and professional development
opportunities.
3. Invite female administrators in to discuss specific personal
experiences with students.
4. When preparing administrators for district level leadership,
incorporate discussions and readings on gender specific
expectations and research for both campus level and district
level administrators. Invite current leadership from campus and
district levels to discussion support systems for campus level
leadership.
5. Incorporate sensitivity training, specific to sexism and
sexual harassment, into preparation courses.
6. Include current administrators, both male and female, in
discussions of public perceptions of administrators. Many issues
can be community related or specific to one are of the country.
Current administrators can identify those issues and prepare
future leaders for those challenges.
12. 75 NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
Preparation programs should provide a network of current and future
educational leaders. When leaders are provided a forum, and an influence
with future leadership, issues related to gender will not continue to impact
the community. Higher education has a duty to reduce gender prejudice in
educational leadership through adequately preparing future leaders.
Conclusion
Women in leadership cannot change the way leadership in education
has been done in the past, but change can be made in altering the perception
of women in leadership positions. The next generation of women in
elementary education leadership will benefit from understanding the issues
related to being a leader in the educational setting and the educational
institutions that hire them will benefit from the increased productivity and
increased administrative retention. The inequities in educational leadership
will diminish only when gender issues are identified and faced.
13. Amy Burkman 76
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15. Amy Burkman 78
AUTHOR
Amy Burkman is an Assistant Professor and Graduate Program Coordinator
of Educational Leadership at the University of Texas of the Permian
Basin, Odessa, Texas. Burkman obtained her Ed.D. in Educational
Leadership from Texas Christian University and has served public
schools as a Teacher, Librarian, Assistant Principal and Principal.
Burkman is a co-author of the recently released book, Passing the
PPR TExES Exam for EC–12 Teacher.