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Gender issues in administration

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Gender issues in administration

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Gender issues in administration

  1. 1. GENDER ISSUES IN ADMINISTRATION
  2. 2. GENDER EQUALITY IN EDUCATIONAL LEADERSHIP
  3. 3. Gender Equality…???? • Gender equality is achieved when women and men enjoy the same rights and opportunities across all sectors of society including economic participation and decision-making. • Differences in opportunities and access to available resources between men and women do existall over the globe, but they are most common in poor and least-developed countries.
  4. 4. • Since the numbers of women in educational administration have remained very small compared to the numbers of men in educational administration, the research on gender equity has focused on women. But the majority of educational leaders in schools and districts are still men. • Women still dominate the teaching forces from which leaders are recruited, and prepare for leadership in degree programs, and aspire to the positions. History of educational leadership
  5. 5. Representation of women in Edu.leadership • Comparing the representation of women in school administration “20 years later” is not as easy as looking up the numbers. • As was true in the mid 1980s, documenting women’s representation in formal leadership positions in schools continues to be difficult.
  6. 6. : Challenges to Women in Educational Leadership • The largest body of research related to women has examined barriers to women in entering the leadership hierarchy or in moving up that hierarchy.
  7. 7. Family and Home Responsibilities • Family and home responsibilities, place-bound circumstances, moves with spouses were early contributors to women’s lack of administrative success. • Either because the demands of family on women aspirants restricted them or because those who hired believed that women would be hindered by family commitments.
  8. 8. Lack of Support, Encouragement, and Counseling • Support has continued to be an important factor for women moving into administration. Most researchers found that family endorsements and support and mentoring made the difference in encouraging women into principal ships. • women should be encouraged to be on search teams for administrators and that professors of educational administration could encourage women by assuring school boards that women can be competent administrators.
  9. 9. Gender Bias and stereotypes • Unfortunately, women do experience a strong gender bias when being evaluated for promotions on both their level of performance as well as their potential impact.
  10. 10. THE NATIONAL COMMISSION ON THE STATUS OF WOMEN ACT 2012 • National Commission on the Status of Women is established under the National Commission on the Status of Women Act 2012. The Commission is the first forum established under a statute to ensure that issues faced by women in Pakistan may addressed in systematic manner. • Under the Act, the Federal Government is empowered to constitute the Commissions Chairperson and members from all over Pakistan. The major functions of the commission is to examine the policies and programs initiated by the Federal Governm ent for gender equality and women empowerment, to examine all Federal laws and rules that are against interest of women and make recommendations to the concerned quarters.
  11. 11. RECOMMENDATIONS FOR LEADERSHIP PRACTICE • Women in positions of leadership need to communicate the feeling of efficacy they derive from their work. Emphasizing their joy in the work they do might motivate other women to seek positions of leadership.
  12. 12. • Women serving in key leadership roles must talk about and think creatively with other women about ways to successfully balance family responsibilities and job demands. • Women and men in positions of power in educational systems must deliberately mentor more women and especially more women of color. • Leaders need to be thoughtful about social justice and be strategic in promoting equity.
  13. 13. • women teachers must be directed toward leadership and assured that administrators can focus on children and curriculum. • Education leaders at all levels should ensure that all applicable equity laws are fully implemented .
  14. 14. Reference • http://www.wto.org/english/thewto_e/whatis _e/tif_e/org7_e.htm • Byrnes, J., Miller, D., & Schafer, W. (1999).Gender Differences in Risk Taking; A Meta Analysis. Psychological Bulletin, 125(3), 367-383

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