Gender and Race in Leadership Preparation: A Constrained Discourse


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Gender and Race in Leadership Preparation: A Constrained Discourse

  1. 1. 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
  2. 2. <ul><li>Purpose: </li></ul><ul><li>To present a study related to school faculty and the misconceptions they may </li></ul><ul><li>have in relationship to gender and race in educational leadership and how </li></ul><ul><li>these issues are neglected. </li></ul><ul><li>Context: </li></ul><ul><li>For over 40 years, Educational Administration Quarterly has presented </li></ul><ul><li>prominent empirical and conceptual articles focused on timely and critical leadership and </li></ul><ul><li>policy issues of educational organizations. As an editorial team, we embrace traditional </li></ul><ul><li>and emergent research paradigms, methods, and issues. We particularly promote the </li></ul><ul><li>publication of rigorous and relevant scholarly work that enhances linkages among and </li></ul><ul><li>utility for educational policy, practice, and research arenas. </li></ul><ul><li> </li></ul><ul><li>Methodology: </li></ul><ul><li>Examination of theoretical perspectives and frameworks of past educational theorists such </li></ul><ul><li>as Dewey and Gloria Jean Watkins (pen name bell hooks) . </li></ul><ul><li>Forced choice questionnaires, examples and learning experiences of professors of educational </li></ul><ul><li>administration. </li></ul><ul><li>Critical and feminist perspectives were used to interpret the results of study to highlight the </li></ul><ul><li>perceptions of discourse related to equity in leadership programs, departments and classrooms. </li></ul>
  3. 3. <ul><li>Dr. Edith Rusch’s Biography: </li></ul><ul><li>( </li></ul><ul><li>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. </li></ul>
  4. 4. <ul><li>Interesting Points </li></ul><ul><li>Praxis: </li></ul><ul><li>The words and actions used that affect those that are privileged or </li></ul><ul><li>underprivileged and hold the power over gender and race. </li></ul><ul><li>Power and Privilege: </li></ul><ul><li>School administrators continue to minimize the feminist theoretical and multi- </li></ul><ul><li>ethic perspectives, along with gendered viewpoints in their academic </li></ul><ul><li>preparations, even though the number of women and minorities have </li></ul><ul><li>increased in the school leadership </li></ul>
  5. 5. <ul><li>Interesting Points </li></ul><ul><li>Fault lines : </li></ul><ul><li>Areas that are opposite of what is organized by school administrations and </li></ul><ul><li>what is truly happening or experienced day to day. </li></ul><ul><li>How an organization is viewed by participants, for instance a person relies on </li></ul><ul><li>those in the position of power to facilitate learning but this may not happen </li></ul><ul><li>because of influencing factors like gender and minorities. </li></ul><ul><li>Fault lines in schools -Often children are presented with biased information </li></ul><ul><li>and minorities continue to exist in the school system. </li></ul><ul><li>Fault lines in professional practices -Teachers and administrators often fear </li></ul><ul><li>discussing diversity and equity, which is seldom discussed. </li></ul><ul><li>Fault lines in preparation programs -Academics need to add more culturally </li></ul><ul><li>diverse courses. </li></ul><ul><li>Fault lines in research- Faculty need to encourage students to conduct </li></ul><ul><li>research on equity, race and gender that relates to leadership. </li></ul>
  6. 6. <ul><li>Interesting Points </li></ul><ul><li>Stereotyping and Labeling During Complex Discourse – Labeling </li></ul><ul><li>individuals still exists and the dominant group in society is still not </li></ul><ul><li>understanding the negative affect it has on those individuals that are being </li></ul><ul><li>stereotyped and labeled. </li></ul><ul><li>Classroom discourse -Female faculty more likely to discuss gender and race </li></ul><ul><li>issues in their classroom, however faculty needs to become more experienced </li></ul><ul><li>and comfortable with discussing gender and race in their classrooms. </li></ul><ul><li>Supports and Constraints to Gender and Race Discourse -Faculty that are </li></ul><ul><li>knowledgeable about gender and race have a positive impact on leadership </li></ul><ul><li>practices of the school. </li></ul><ul><li>Changing Face of Educational Administration -More women and minorities </li></ul><ul><li>need to be hired. “Increased diversity within departments is a clear indication of </li></ul><ul><li>professional commitment to diversity and equity” (p. 39) </li></ul>
  7. 7. 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.
  8. 8. <ul><li>Relationship to other readings: </li></ul><ul><li>This article builds on the work of other critical and feminist perspectives to further </li></ul><ul><li>critical reflection and examination of programs associated to gender and race issues in </li></ul><ul><li>educational leadership preparation practices. </li></ul><ul><li> </li></ul>
  9. 9. <ul><li>Discussion Question: </li></ul><ul><li>Have you recognized fault lines in the educational system, if so what do you </li></ul><ul><li>perceive as fault lines and do you think faculty attitudes have </li></ul><ul><li>changed over the years. Have these changes been positive or negative? </li></ul>