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ERIC Number: ED314860
Record Type: Non-Journal
Publication Date: 1989-Nov
Pages: 10
Abstractor: N/A
Reference Count: N/A
Women's Ways: A Model for Leadership in Democratic Schools.
Gips, Crystal J.
Traditionally, the schools' role has been to transform children from players to workers by teaching them to relinquish pleasurable activity in and of itself in favor of obtaining pleasure from achievement from the end results. Advocates for greater democracy, however, believe that education for citizenship can only be achieved through a child's active (and pleasurable) participation in the learning process. Effective schools research identifies principals as important influences on student learning. This paper suggests two research directions to help clarify principals' thinking and actions determining school structure. The education field already contains a large pool of potential school leaders (women) whose personal ways of thinking about teaching, learning, and their own roles quite naturally support a democratic approach to schooling. The paper explores women's accounts of their own career development as it differs from men's accounts and differences between women's and men's ways of thinking. Although women have earned more than half the educational administration degrees in recent years, the number of women in school leadership positions is disproportionately small. Data collected from the "Executive Educator" 1988 Outstanding Administrator Competition indicated numerous career development differences between men and women. Carol Gilligan's study of women and girls shows that women tolerate rules more easily, are more willing to make excceptions and accept innovation, are less competitive, and make more compassionately based moral judgments than men. In sum, women's emphasis on human relationships, care, responsibility, equity, fairness, intimacy, and cooperation comprise the essence of a democratic community. Women principals holding these values and constructing their roles accordingly promise a learning structure and content far different from traditional (male) schooling. (Nine references) (MLH)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A