ERIC Number: ED373431
Record Type: RIE
Publication Date: 1994
Verbal and Nonverbal Micropolitical Communication of Female School Principals.
Carr, Carolyn S.
Verbal and nonverbal communication as an expression of political influence and power plays a major part in constructing and transmitting an androcentric bias in educational administration. This paper describes findings of a study that examined the form, meaning, and function of three female principals' verbal and nonverbal communication behaviors, and analyzes the salience of derived micropolitical strategies in work-related contexts for acquiring or using power. The case study was conducted in a public school district in a large southwestern city. Data were derived from observation of and interviews with three female principals--one from an elementary school, one from a middle school, and one from a high school. Findings indicate that the principals' verbal and nonverbal micropolitical communication behaviors differed from stereotypical "female" or "male" behaviors. The principals' communication styles were characterized by strong interpersonal relationships rather than interpersonal dominance; the use of environmental framing and ceremony as micropolitical strategies to mobilize support; promotion of the welfare of others; involvement with mentors; and use of language that reflects goals of persuasion, collaboration, consensus, and affiliation. Contains 66 references. (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).