“Leading From the Middle”: Exploring Stories of Women Working for Change in PK-12 Schools. Christopher Broadhurst, University of New Orleans; Leslie Locke, University of Iowa; Sonja Ardoin, Boston University; Jaime Johnson
This narrative study examines how women leaders within PK-12 are working for change
in their schools. Participants shared stories of their experiences with institutional sexism, mentoring other females, and how they are working to change institutional policies and improve educational climates.
The Afro-Latin@ Educational Leader: A Narrative Inquiry. Wellinthon Garcia, Hofstra University
The White lens in leadership presents a narrow understanding of leaders who work within or are from diverse communities. By exploring the experiences of an Afro-Latina educational leader, using a narrative approach, the study broadens the lens used to understand leadership and racial identity development. This paper found two key unique leadership strategies, “personal conversations,” and “personal relationship” that shape this leader’s school vision by employing a critical race lens to advocate for her students.
Intersecting Identities: Experiences of Female School Leaders. Laura Burton, Jennie Weiner (University of Connecticut)
This study examined whether gender and other forms of identity play a role in the experiences of six women navigating their role as school leaders. Participants reported difficulty gaining access to support networks and that they were one of few female leaders in their district. They also received gendered feedback regarding their effectiveness and capabilities. Together, these experiences created a sense of otherness and isolation, potentially eroding their resiliency and persistence in the role.
Leading & Mothering: A Visual Ethnography. Sarah Jean Baker, Texas State University
The principal is recognized as a school leader in charge of teaching and learning for students and for teachers. A mother is to be fully focused on her children, at all times. So, what happens when a woman is a school leader and a mother? The purpose of this study is to examine the identities of school leader and mother and how female school leaders negotiate these identities in their everyday lives.
Feminist Poststructural Discourse Analysis: A Historical Perspective on Women Superintendents. Lisa Cullington, University of Massachusetts-Boston
Women, particularly women of color, have been disproportionately represented at the highest levels of leadership in United States public schools since the creation of the superintendent position in the 1800s (Blount, 1998). Using feminist poststructuralism as a theoretical frame, this proposal identi es a historical discourse analysis as a useful methodological approach. This research methodology provides an innovative way of reframing and re-envisioning the discourse depicting educational leadership.