Women in Leadership Roles

This report examines the research on gender equity in procreational lead published since 1997until 2010. Even though wo custody attaining jobs in educate leadership has increased, wo maneuver force still do non fill administrative positions in comparison to utilizationforce. The majority of research related to wo manpower and leadership examines the barriers wo men face in entering or moving up in the leadership hierarchy. Looking at the differences and similarities in how men and women take on and exercise leadership roles, the authors of the articles suggest ideas based on biological, psychological and sociological theories that essay gender difference.The article, Re-thinking statemental leadership exploring the impact of cultural and belief systems scripted by Shah, discusses how education and educational leadership theories and practices are influenced by culture and belief systems with a focus on gender in Muslim societies. The first priority of Muslim women was to lo ok after their family therefore, before taking on some(prenominal) professional responsibility they had to ensure that no decisions or actions brought shame to their family or extended families. accord to Shah, the Muslim women who participated in leadership positions lots felt powerless because their decisions and actions were regularly scrutinized by men. The second article, Gender Differences Among in the raw Recruits to School Administration Cautionary Foot nones to an Optimistic Tale write by Riehl and Byrd discusses the brokers affecting leadership among men and women in dewy-eyed and utility(prenominal) education. Even though the women were as highly educated as the men, the men often were given many more than opportunities. Women were still seen as dis shrink froming nurturing characteristics in their leadership style.The article in any case discusses womens leadership aspirations to that of their manful counterparts. The third article, School leadership, sex and gender welcome to difference written by Kruger brings into light the biological differences in genetic make up of men and women. It discusses how different hormones and promontory structure are the reasons for differences in behaviour and personality among men and women, which is considered a deciding factor in their leadership styles. Kruger also examines how the environment plays an important role in the realization of gender differences in leadership.The stand up article, Gender and educational Leadership in England a comparison of secondary headteachers views over time written by Coleman discusses the expectations of women and men as principals in England in the 1990s and in 2004. The article focuses on women with regards to work and personal life. Coleman reports that women substantiate larger roles at work and at home, whereas men generally concern themselves with work only. Notably, women were seen as inferior so they adopted anthropoid work ethics. The results of Coleman s studies are similar to those in other countries.It was very interesting to review the articles I chose to better understand the ways that educational leadership is perceived with respect to gender in the education system. As I continued to review the research, I thought it was of importance to examine the differing leadership styles and barriers, along with the similarities women faced in both western and non-western cultures. throughout this inquiry I will cite several reasons for the low proportion of women as educational leaders. According to Shah, Men and women are conceptually divided into two separate worlds.Home is defined as a womans legitimate ideological and physical space, while a man dominates the world immaterial the home (p. 31). With the ever-changing society, Muslim women started exploring their options and took more of an active role outside the home. Interestingly, the women who attained positions of leadership worked in the women-only establishments. It was tro ublesome for a woman to work in a mixed gender environment because their educational decisions went through a male counterpart, regardless of their seniority.Women still held conceptive beliefs and values with respect to education similar to western cultures, scarcely the notion of women in a male dominated hierarchy was still considered problematic. I strongly entrust that family and home responsibilities are still more likely to affect the life history paths of women than of men today as they pursue administrative positions. Riehl and Byrd also believe that gender plays a major factor in the career development process to the degree that men and women encounter different circumstances, act differently, and/or experience different outcomes.The theoretical explanations that have emerged are as follows women have not been socialized to target to administrative roles or to prepare for them, higher level jobs were designed to exclude women and school leadership is set(p) in male do minance in society overall, not just educational (p. 46). I believe society as a whole is more accepting of these barriers now however, these issues are still evident, but not as strong. Similar to today, women as teachers and principals were more likely to be base at the elementary level and men at the secondary level.While I do see many women command as previously mentioned, it was interesting to hear that men at their level receive more administrative practice, thus leading to senior administrative positions. Also, the amount of education one received didnt play a huge factor in the hiring process. According to Riel and Bryd even the objective factors such as obtaining education or experience increased womens chances of becoming administrators, they did not bring womens chances to parity with mens (p. 61). Kruger also examines gender differences but relates it to the biological sex differences in school leadership.Women by character have a more caring, nurturing personality an d this influences their administrative styles in a male dominant society. Kruger found that women are stronger educational leaders than their male colleagues. They carry out more educational activities and spend more time on educational matters than men. Women are more focused on instruction and education, on the school goals, they are higher on creating a positive culture and an orderly learning atmosphere, they have a stronger classroom orientation, they reward teachers more often and they create more professional development opportunities for teachers (p. 62). It appears as though women are strong educational leaders however, we have learned throughout this course that male and feminine styles tend to differ even when they occupy the same leadership role. Women, who already face enough subway system and obstacles in a male dominated field, find their leadership styles are judged more harshly by men however this is not the same for the men. According to Kruger, Women who display male leadership styles are more negatively judged compared with those who do not, but men with a female leadership style do not seem to be more negatively judged (p. 164).Despite these factors more women tend to work under male principals consequently they do women. The reason for this is perhaps do to personality conflicts they may have with the same sexes on ideas of what successful administration entails. Another deciding factor in this is that women tend to be more education rooted and become administrators because out of their desire to improve education, whereas men take on administer roles chiefly for the salary. Colemans research states that the stereotypical leader is a white, heterosexual, middle class male therefore, women are often viewed as outsiders in a position of leadership.Coleman identifies various factors effecting womens likelihood of becoming leaders such as discrimination, lack of confidence, hesitation in making career plans, stereotyped into caring pastor al roles that were then not seen as fitting them for leadership and there were multiple difficulties for women in combining a family and career (p. 385). Womens leadership styles were seen as passive and gentle, while men were stronger and more decisive. In 2004, only half(prenominal) of the women surveyed report experience in discrimination related to advancements due to the likelihood of being labeled a feminist (Coleman, p. 86). Surprisingly, the traditional male style leadership has given way to more feminine styles of leadership. Males have been seen as putting work first over family at all multiplication, which has influenced women to the point of minimizing maternity run and foregoing their desire to be supportive figures to younger women. Throughout this course we have discussed various efficient educational leadership practices. Leaders should be able to adapt their leadership styles according to the situation. Therefore, change is unavoidable if we want to move ahead i n our respective field.The passive, nurturing, education orientated and productive styles depicted by women in these articles are accepted today by both genders in leadership positions. Noteworthy, a strong dominant leader is not always effective or seen as an acceptable style. As a teacher, I often see different leadership styles and can conclude that men and women at times see things differently. In conclusion, the role of women in educational leadership positions continues to evolve however, there still ask to be work done in order to ensure equality.If one were to look at our authoritative list of administrators in the school board they would notice that there is significant higher ratio of male to female administrators. The females are often placed in small, rural elementary schools or are the vice-principals of secondary schools. I truly believe women will always face barriers while trying to attain leadership positions however, if we work together, take charge and voice our opinions things may change in the upcoming years.