ERIC Number: ED286254
Record Type: RIE
Publication Date: 1987-Apr
Reference Count: N/A
Gender: A Relevant Concept for Educational Leadership.
Schmuck, Patricia A.
Educators' disenchantment with administrative training has prompted a critical reappraisal of the knowledge base used to prepare school leaders. This paper urges the inclusion of the gender concept in discussions of research agenda for school administrators. With gender serving as an effective sorting mechanism for both clients and professionals, one might ask how school leadership will be transformed by paying attention to gender and to the developing scholarship about women. This new scholarship can help determine the psychological and institutional factors deterring women from pursuing administrative positions, disclose sex differences in leadership performance, explain workforce segregation, and develop new critical analyses on leadership. This paper explores "feminist phase theory" as a useful developmental model. The five phases are (1) exclusionary or androcentric thinking (excluding gender and applying generalizations about men to women); (2) compensatory thinking (seeking female counterparts to male success); (3) women as deficient (psychological thinking, or focusing on sex differences and viewing women as exceptions to the male norm); (4) women as oppressed (system thinking, or exploring organizational and institutional processes that treat women differently from men); and (5) the new scholarship (focusing on gender, including women and men as subjects for and objects of study, and offering a corrective and transformative viewpoint). Several research and teaching considerations are summarized. Included are 49 references. (MLH)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Policymakers; Researchers
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987).