TY  - CHAP
AB  - Abstract Focusing on a 24-year period, specifically, 1980–2004, this chapter provides a historical and theoretical perspective on gender and educational administration in the United States. Drawing from extant literature on women in educational administration and on social theory, our analysis indicates that certain structural features of the public education system, namely the sorting rules for selection, retention, and promotion have critical consequences for all participants, especially for women. In order to identify the state of research on women in educational administration during this era, we discuss these concepts in relation to Shakeshaft’s “paradigm shift” model, which helps highlight where future researchers might add to the conversation. Based on our findings, we contend that future research on women administrators must move toward challenging and transforming extant leadership theories by incorporating women’s experiences.
VL  - 25
SN  - 978-1-78635-071-8, 978-1-78635-072-5/1479-3660
DO  - 10.1108/S1479-366020160000025001
UR  - https://doi.org/10.1108/S1479-366020160000025001
AU  - Watson Terri N.
AU  - Hodgins Diane W.
AU  - Brooks Jeffrey S.
PY  - 2016
Y1  - 2016/01/01
TI  - Paradigm Shift or Paradigm Stasis? An Analysis of Research on U.S. Women in Educational Leadership from 1980 to 2004
T2  - Racially and Ethnically Diverse Women Leading Education: A Worldview
T3  - Advances in Educational Administration
PB  - Emerald Group Publishing Limited
SP  - 1
EP  - 22
Y2  - 2024/09/21
ER  -