Gender in Schools: A Qualitative Study of Students in Educational Administration

Author(s)

Mary Lou Andrews, University of DaytonFollow
Carolyn Ridenour, University of DaytonFollow

Document Type

Article

Publication Date

2006

Publication Source

The Journal of Educational Research

Abstract

Students who aspire to become school principals and superintendents must be prepared to lead schools committed to serving boys and girls equitably. In this qualitative study, 122 graduate students in a cultural diversity course maintained journals of their experiences. The authors kept records of teaching the course and of selected written assignments given to the students, according to Interstate School Leaders Licensure Consortium standards, which drive reform in school leadership. From analysis of all written materials, themes emerged showing that students (a) grew more aware of gender stereotyping and its limiting effects, (b) sometimes changed their professional practice toward gender fairness, (c) became aware of gender discrimination and power differences on the basis of gender, and (d) developed heightened sensitivities to gender-biased language.

Inclusive pages

35-43

ISBN/ISSN

0022-0671

Comments

Permission documentation is on file.

Copyright

Copyright © 2006, Heldref Publications

Publisher

Taylor & Francis

Volume

100

Issue

1

Peer Reviewed

yes

eCommons Citation

Andrews, Mary Lou and Ridenour, Carolyn, "Gender in Schools: A Qualitative Study of Students in Educational Administration" (2006). Educational Leadership Faculty Publications. 116.
https://ecommons.udayton.edu/eda_fac_pub/116