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Gender equality in schools and the new educational leaders

Being a woman does not necessarily imply that one is disempowered. The basis of my analysis provides an opportunity to distinguish two components that have often been confused and confused. With this challenge in mind, I scrutinized and probed educational management as a gender construct. At the same time, how could gender be understood as power? Because power can be problematic for women, I increased the model of four social relationships of power with oneself and with others. The improved model is constituted as difference and power relations as central factors to be examined in a gender construction of educational management.

Given the gender construction of educational management, the contradictions of this alternative image of leader were not surprising. While the leader as a mother highlighted women’s work in caring for children, nurturing and caring for others, the portrayal of the mother in a home setting implied that she was out of place if she was out of the family. home of her The metaphor reinforced the inappropriate nature of motherhood in management and leadership. By considering the opposite for “mother”, the legitimacy of a father figure took precedence over alternatives such as a bachelor or bachelor father.

The second metaphor specified a gender-neutral image, leader as visionary, with women and men equally likely candidates for such a position. Using the model and its components facilitated further examination of the gender aspects that might distinguish a female visionary from a male. For women and minorities, the metaphor suggests new possibilities for those not normally seen as leaders or in leadership roles because one can become a leader by virtue of her vision. One can assume or claim power over others by one’s own visionary direction. However, there can be an ongoing struggle to retain one’s position and maintain one’s legitimacy, especially in the modes of power more commonly associated with men, such as power over others and personal power.

The combination of model and metaphor as an analysis tool is useful because the combination of these devices makes it necessary to examine educational management and leadership with women in the center and not on the periphery of the construction.

This is accomplished by examining gender difference as separate from, but interrelated with, power. Furthermore, by combining model and metaphor, the user is forced to scrutinize what might be taken for granted when juxtaposing something outside the realm of leadership, such as motherhood and visionaries. In this way, the analytical device achieved through the combination of model and metaphor advances feminist scholarship, allowing women to be studied on their own terms with their activities and experiences as the center of interest or activity, instead of taking them as subservient. or deficient.

Given the importance of understanding and interpreting women’s leadership, I believe that we must be attentive to the complexity of gender in at least three fundamental aspects.

First, using more refined analytical devices, we can begin empirical investigations on specific cases and examine how gender biases actually occur. I recommend that the biographies of men and women be investigated to determine how gender constructions operate within specific cultural representations. Furthermore, by incorporating narrative and text analyzes along with lived experiences, researchers could further explore conceptualizations of leadership and management. Such research would capture different aspects of leadership, such as meaning making, problem solving, and politicizing.

Second, beyond the individual case studies, we must attend to the institutional norms and processes established and sustained in the preparation and practice of educational administrators. Greater scrutiny of the channel through which school administrators, both women and men, are educated and socialized into their profession is possible. With more discriminating analytic devices, we can examine how women and minorities access leadership positions and beyond that, what we expect of them, how we conceptualize their roles as educational leaders, and how we judge their performance against particular ideals. We can proceed to decipher gender-related differences interwoven with categories of class, race, and ethnicity, as well as confounded by issues of power and authority.

Third, we must pay attention to the conceptualization of gender as confused by socioeconomic, cultural, and situational contexts. A theoretical lens provides the ability to investigate a particular construct or concept and propose its relationship to others. Such a lens proves itself when applied to the complexity of real life situations. Both gender and leadership play out differently and dynamically in the lives of educators in schools and school systems across the country. As we refine our theory of gender and leadership, and apply these analytical devices to real situations, we will be better able to suggest and incorporate alternative styles of educational leadership and management.

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