As women professors of educational leadership who are involved with feminist research and the preparation of k‐12 women leaders, the authors came to the realization that while they have dedicated their professional lives to advancing women leaders in the k‐12 environment, they have neglected women like themselves, particularly young women, in the academy.
The authors utilized biographical narrative inquiry to allow readers a window into their lives as young women faculty in departments of educational leadership and extended this to advocate for changes in university climates for women.
The authors analyzed their narrative data to develop strategies for young women faculty in educational leadership that include: action‐oriented mentoring; the valuing of home and person; living within gender, age, and skin; and celebration of youth and womanhood.
This paper is an emergent approach to understanding and facilitating social justice and diversity in higher education based on four young women professors' attempt to find a creative and feminist outlet for the expression of their experiences in the academy. Little to no research exists outside of informal personal reports on young women's experiences in the academy and, thus, is the impetus for the paper.
Sherman, W.H., Beaty, D.M., Crum, K.S. and Peters, A. (2010), "Unwritten: young women faculty in educational leadership", Journal of Educational Administration, Vol. 48 No. 6, pp. 741-754. https://doi.org/10.1108/09578231011079593Download as .RIS
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