TY  - JOUR
AB  - Purpose– 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.Design/methodology/approach– 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.Findings– 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.Originality/value– 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.
VL  - 48
IS  - 6
SN  - 0957-8234
DO  - 10.1108/09578231011079593
UR  - https://doi.org/10.1108/09578231011079593
AU  - Sherman Whitney H.
AU  - Beaty Danna M.
AU  - Crum Karen S.
AU  - Peters April
ED  - Whitney H. Sherman
PY  - 2010
Y1  - 2010/01/01
TI  - Unwritten: young women faculty in educational leadership
T2  - Journal of Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 741
EP  - 754
Y2  - 2024/04/19
ER  -