The Double Bind for Women: Exploring the Gendered Nature of Turnaround Leadership in a Principal Preparation Program
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| Title: | The Double Bind for Women: Exploring the Gendered Nature of Turnaround Leadership in a Principal Preparation Program |
|---|---|
| Language: | English |
| Authors: | Weiner, Jennie Miles, Burton, Laura J. |
| Source: | Harvard Educational Review. Fall 2016 86(3):339-365. |
| Availability: | Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Gender Issues, Sex Role, Identification (Psychology), Administrator Effectiveness, Gender Differences, Self Concept, Professional Identity, Females, Women Administrators, Social Theories, Longitudinal Studies, Administrator Education, Interviews, Coding, School Turnaround, Leadership |
| DOI: | 10.17763/1943-5045-86.3.339 |
| ISSN: | 0017-8055 |
| Abstract: | In this study of nine participants in a turnaround principal preparation program, Jennie Miles Weiner and Laura J. Burton explore how gender role identity shaped participants' views of effective principal leadership and their place within it. The authors find that although female and male participants initially framed effective leadership similarly, their conceptualizations of themselves as leaders, the feedback they felt they received regarding their skills, and their access to employment were sharply divided based on gender and had real implications for how women viewed their leadership capabilities and potential success as school leaders. |
| Abstractor: | As Provided |
| Number of References: | 71 |
| Entry Date: | 2016 |
| Accession Number: | EJ1113838 |
| Database: | ERIC |
| Abstract: | In this study of nine participants in a turnaround principal preparation program, Jennie Miles Weiner and Laura J. Burton explore how gender role identity shaped participants' views of effective principal leadership and their place within it. The authors find that although female and male participants initially framed effective leadership similarly, their conceptualizations of themselves as leaders, the feedback they felt they received regarding their skills, and their access to employment were sharply divided based on gender and had real implications for how women viewed their leadership capabilities and potential success as school leaders. |
|---|---|
| ISSN: | 0017-8055 |
| DOI: | 10.17763/1943-5045-86.3.339 |
