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ERIC Number: ED460949
Record Type: Non-Journal
Publication Date: 1999-Mar-31
Pages: 37
Abstractor: N/A
Reference Count: N/A
Women's Conflicts as They Are Mentored into Educational Leadership in Public Schools.
Gardiner, Mary E.; Grogan, Margaret; Enomoto, Ernestine
This paper reports on data from a larger study of women being mentored into educational leadership positions in public schools, focusing on women's conflicts with leadership and how mentoring can help in dealing with such conflicts. The larger sample included 55 mentors and proteges in Washington, Maryland, and Virginia. This paper uses the Washington state sample, which includes interviews with 10 proteges and 6 mentors (14 women and 2 men). Participants were white, Hispanic, and African American. Researchers used qualitative analysis and a feminist, poststructuralist framework to critique the mentoring of women within the cultures of K-12 public school administration in which they worked. The study examined mentorship from the perspective of women in professional relationships with mentors in the field of education. Findings indicated that participants were unique women struggling with conflicts between the public role of leadership and the desire to preserve their personal priorities and values. Mentors were important in showing how women could successfully combine professional and personal lives. Results indicated that women had perceptions of themselves as different from traditional administrators, and they wanted to make a difference. They felt a lack of public support and public credibility. Women of color faced racist attitudes and practices in working within a conservative, predominantly male, white culture of educational administration. (Contains 23 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A