Gender and Race in Leadership Preparation: A Constrained Discourse Rusch, E (2004). Gender and race in leadership preparation: A constrained discourse. Educational Administration Quarterly, 40(1),14-46. Session #4: Leadership Challenges: Equity, Justice & Morality
Dr. Edith Rusch, associate professor of Educational Leadership joined the K-12 Educational Leadership program in 2004. She has a degree in Educational Leadership and Policy Studies from the University of Oregon where she engaged in research with a statewide school reform network. Her previous academic experiences include 7 years at Rowan University in Glassboro NJ where she helped facilitate the start-up of the campus’ first-ever doctoral program in Educational Leadership and 5-years at the University of Toledo where she directed an Ohio reform network. Her previous work experience includes an extensive career in K-12 settings as a teacher, site administrator, and district curriculum director.
Stereotyping and Labeling During Complex Discourse – Labeling
individuals still exists and the dominant group in society is still not
understanding the negative affect it has on those individuals that are being
stereotyped and labeled.
Classroom discourse -Female faculty more likely to discuss gender and race
issues in their classroom, however faculty needs to become more experienced
and comfortable with discussing gender and race in their classrooms.
Supports and Constraints to Gender and Race Discourse -Faculty that are
knowledgeable about gender and race have a positive impact on leadership
practices of the school.
Changing Face of Educational Administration -More women and minorities
need to be hired. “Increased diversity within departments is a clear indication of
professional commitment to diversity and equity” (p. 39)
Strengths: The descriptions of the participants perceptions of discourse about gender and race in educational leadership. Both qualitative and quantitative data was collected and interpreted. Individuals that are members of the University Council for Educational Administration (UCEA) participated in the study, UCEA members are involved in initiating major reform. Weaknesses: The approach was one sided as the research was only conducted using members of the UCEA, small return from minority faculty made it difficult to verify this perception among minorities. It would have been helpful to provide suggestions on how to begin discussions on gender and race issues. Implications for research and/or practice : In my opinion this research shows that there is more that can be done in regards to gender and minorities and the inequalities that they share. The imbalance of power that gives a select few the options to decide what directions the educational system shall take should no longer be acceptable. Recognizing any and all fault lines is important and imperative to help educators better serve the community. It is time to practice the approaches needed to create better understanding at all levels and no longer be satisfied with discussing change and not seeing the changes.