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The under-representation of women in leadership positions in
educational settings is a widely acknowledged, complex phenomenon
that seems to persist, despite the fact that teaching as a
profession is dominated by women. Over recent decades, scholars
have investigated the factors contributing towards this
under-representation, with a particular focus on the personal,
organisational and social/cultural levels. This volume has been
compiled in honour of Marianne Coleman, Emeritus Reader in
Educational Leadership and Management at the Institute of
Education, University College London. She is widely regarded as one
of the most significant scholars globally in the field of gender
and educational leadership, forging the research agenda and
mentoring some of the scholars who contribute essays here. Amongst
the key questions the book asks are: Why does society continue to
accept male leaders as the norm? What barriers do women who seek
leadership positions face? What supports do women require in order
to encourage them to pursue leadership positions? How do women
working in leadership positions conceive of their role as leaders?
How might women's educational leadership be best supported at an
institutional level?
* Provides a unique emphasis as such a focus on feminist theory
remains rare in the field of studies in ELMA * Provides an overview
of how feminist theories have been used in past studies of ELMA *
Uses contemporary feminist theories such as intersectionality
theory, Islamic feminism, digital feminism, pro-feminism, applied
critical leadership and femonationalism to think about ELMA
The under-representation of women in leadership positions in
educational settings is a widely acknowledged, complex phenomenon
that seems to persist, despite the fact that teaching as a
profession is dominated by women. Over recent decades, scholars
have investigated the factors contributing towards this
under-representation, with a particular focus on the personal,
organisational and social/cultural levels. This volume has been
compiled in honour of Marianne Coleman, Emeritus Reader in
Educational Leadership and Management at the Institute of
Education, University College London. She is widely regarded as one
of the most significant scholars globally in the field of gender
and educational leadership, forging the research agenda and
mentoring some of the scholars who contribute essays here. Amongst
the key questions the book asks are: Why does society continue to
accept male leaders as the norm? What barriers do women who seek
leadership positions face? What supports do women require in order
to encourage them to pursue leadership positions? How do women
working in leadership positions conceive of their role as leaders?
How might women's educational leadership be best supported at an
institutional level?
Gender, Identity and Educational Leadership explores how head
teachers' social identities - particularly pertaining to gender,
social class and ethnicity - influence their leadership of diverse
populations of pupils and staff. Informed by new research conducted
throughout the first decade of the 21st century and advances in
gender theories, the book draws attention to how head teachers'
views of their diverse school populations influence school
leadership. Connections are made between head teachers' social
identities; their personal and professional histories; and their
perceptions of diversity amongst the children, young people, staff
and the wider communities they serve.
Gender, Identity and Educational Leadership explores how head
teachers' social identities - particularly pertaining to gender,
social class and ethnicity - influence their leadership of diverse
populations of pupils and staff. Informed by new research conducted
throughout the first decade of the 21st century and advances in
gender theories, the book draws attention to how head teachers'
views of their diverse school populations influence school
leadership. Connections are made between head teachers' social
identities; their personal and professional histories; and their
perceptions of diversity amongst the children, young people, staff
and the wider communities they serve.
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