The Bloomsbury Handbook of Gender and Educational Leadership and Management

425 Pages·2022·1.682 MB·English

by  Victoria Showunmi (editor), Pontso Moorosi (editor), Charol Shakeshaft (editor), Izhar Oplatka (editor)

Illustrations
Figures
3.1 Number of Publications of Key South African Authors in Education Leadership
and Management Literature 41
3.2 Distribution of Articles Published Annually from 2000 to 2019 42
3.3 Distribution of Authors 51
3.4 Research Origins and Funding Sources 53
5.1 Soul Work: Ethical Critical Servant Leadership Model 72
14.1 Analytical Framework 178
14.2 Profile of Women Principals 178
14.3 Consolidated Analysis of Effect of Ethical Sensitivity and Moral Reasoning on
Ethical Decision Making 185
14.4 Ethical Sensitivity and Moral Reasoning on Ethical Decision Making 186
14.5 Paths Traversed for Resolving Ethical Dilemmas by Women Principals in India 188
Tables
3.1 Table of Department of Basic Education 2019 Statistics per Management Post Level 39
3.2 Table of Distribution of Journal Articles across Source Regions 44
3.3 Table of Matrix of Topic and Subtopic Intersections 45
3.4 Table of Google Scholar™ Citation Indices for Top Five Female Authors 50
3.5 Table of the Number of Publications of Key Authors 51
3.6 Table of the Distribution of Research Designs across Qualitative Articles 52
3.7 Table of Data Elicitation Techniques of Qualitative Articles 52
19.1 Principal Gender and Teaching Background 249
21.1 Women Respondents by Race and Ethnicity 277
21.2 Percentage of Women of Colour across Geographic Locations 278
21.3 Percentage of Women of Colour across District Sizes 279
21.4 WOC Superintendents Representation by Percentage of District’s Student
Population in Racial and Ethnic Minority 280
21.5 WOC Superintendents by Percentage of District’s Student Population Eligible
for Free or Reduced Lunch 280
21.6 WOC Superintendents by Percentage of District’s Student Population Qualified
for Special Education 281
21.7 WOC Superintendents by Percentage of District’s Student Population Who Are
Emergent Bilingual Learners 281
21.8 WOC Superintendents Who Indicated Reasons School Board Hired Them
among All Women Respondents 281
Illustrations
21.9 WOC Superintendents Who Indicated Time Spent on Task among All Women
Respondents 282
21.10 WOC Superintendents’ Assessment of Importance of Leading Conversations
Regarding Race 282
21.11 Preparation for Leading Conversations Regarding Race for WOC Superintendents 282
21.12 WOC Superintendents’ Relationships with Largest ‘Minority’ Community in Districts 283
21.13 WOC Superintendents’ and Partners’ Accommodating Changes for Job Demands 283
21.14 Years as a Classroom Teacher for WOC Superintendents 284
21.15 Former Full-time Professional Experiences (at least one year) of WOC
Superintendents 284
21.16 WOC Superintendents Employed at Hiring District 285
21.17 Individuals Instrumental in Journey to Superintendency for WOC Superintendents 285
23.1 Influence of Work on Personal Life and Vice Versa 312
23.2 Factors Affecting Career Development 313
23.3 Experience in Academia 315
23.4 Role of Research in Career Development 316
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Contributors
Judy A. Alston is Professor and Director of the EdD in Leadership Studies at Ashland University,
USA. In 2010, Alston became the first Black woman to be promoted to Full Professor in the
history of Ashland University, USA. She earned her PhD in Educational Administration from the
Pennsylvania State University, USA; a MDiv from Methodist Theological School in Ohio, USA;
a MEd in Educational Administration; a MEd in Secondary Education both from the University
of South Carolina, USA; and a Bachelor of Arts in English from Winthrop College, USA. She
is the author of many articles, book chapters and books including Herstories: Leading with the
Lessons of the Lives of Black Women Activists, Multi-leadership in Urban Schools, and School
Leadership and Administration: Important Concepts, Case Studies, & Simulations (7th, 8th,
9th, 10th, editions). She is co-editor of Purveyors of Change: School Leaders of Color Share
Narratives of Student, School, and Community Success.
Khalid Arar is Associate Professor of Educational Leadership and Policy at the College of
Education, Texas State University, USA, and an associate editor of the International Journal
of Leadership in Education. For the past two decades, he conducted studies in the Middle East,
Europe and North America on the issues of equity, diversity and social justice in K–12 and higher
education.
Fakhra Aziz is a tenured associate professor with a decade of experience in teaching and research.
Aziz specialized in educational leadership and management and regularly presents in national
and international conferences, webinars and training sessions to share her research and get
exposure to others. She is a strong believer in the power of positive thinking in the workplace and
women empowerment. She has a number of publications focusing on gender-based issues related
to leadership, new trends in educational leadership and technology assistance for leadership in
authentic national and international journals. Aziz is Editor of the research journal, the Journal
of Arts and Social Sciences, and a member of editorial boards of many national and international
journals.
Jill Blackmore is Alfred Deakin Professor of Education in the Faculty of Arts and Education
at Deakin University, Australia. Her research interests include, from a feminist perspective,
globalization, education policy and governance; international and intercultural education;
educational restructuring, leadership and organizational change; spatial redesign and innovative
pedagogies; teachers’ and academics’ work.
Kelsey Bogard is a doctoral candidate at Indiana State University, USA, where she studies
Higher Education Leadership in the Educational Leadership PhD program. Her research focuses
on Black women college presidents’ experiences with a primary focus on Willa Beatrice Player,
Contributors
who served as Bennett College’s first women president. The purpose of her current study is
to investigate how Black women college and university presidents perceive the multiplicity of
roles they are called upon to fulfil. She is intrigued to know more about the presidential career
trajectory, personal and professional experiences, leadership and decision making as a Black
woman president.
Rosemary Campbell-Stephens MBE received her professional training in the UK, but her
breadth of experience is international. Campbell-Stephens is a veteran educator of forty years
standing. Among her accomplishments, she designed and led a groundbreaking leadership
preparation programme, ‘Investing in Diversity’, for the UCL Institute of Education, University
College London, UK, as a key part of the London Challenge initiative 2003–11. The programme
subsequently extended across England and, in 2009, was adopted as the Leading for Equity
programme in the Ontario Institute of Education at the University of Toronto, Canada. More
recently, as the former Director Principal of the National College for Educational Leadership
in Jamaica, Campbell-Stephens has developed her thinking and writing further. Particular
interests include decolonising leadership preparation, blending global leadership paradigm,
and transformational system leadership. In 2015, Campbell-Stephens was awarded an MBE for
thirty-five years’ service to education.
Marianne Coleman is Reader Emerita in Educational Leadership at the UCL Institute of
Education, University College London, UK. Prior to her retirement, she served as Assistant Dean
of Research. Her research interests lie in educational leadership, with a particular interest in
leadership and diversity and she has an outstanding record of funded research and publications
relating to gender and leadership. Prior to the UCL Institute of Education, she worked at the
University of Leicester, UK, and in both universities has had a strong record of supervising
research students at doctoral and master’s levels. She has also taken part in comparative research
projects with international partners. Prior to her career in higher education, she taught in the
secondary sector.
Mary Cunneen is Acting Assistant Professor in the School of Mathematics and Statistics at
University College Dublin, Ireland. She was previously a post-primary teacher of mathematics
and is acting director of the BSc in Mathematics, Science and Education. Her research interests
are in teacher education and gender in educational leadership, especially in the field of STEM
education.
Claudia Fahrenwald, PhD is Professor of Organizational Education and School Development
at the University of Education Upper Austria in Linz. Previously, she was a Visiting Professor
for School Development at the University of Hamburg and as an Assistant Professor for Adult
Education at the University of Augsburg. Her current research areas are civic engagement
education in schools, universities and adult education, intercultural education, leadership, and
gender. She has published multiple articles and chapters and has authored, co-authored, or edited
books including gender and education, narrative within new learning cultures, social innovation
in education, and organizational education.
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Contributors
Kay Fuller is Associate Professor of Educational Leadership and Management in the Centre for
Research in Educational Leadership and Management at the University of Nottingham, UK. Her
research centres on social justice in education and educational leadership focusing on gender in
educational leadership. She draws on a variety of feminist theories, including intersectionality
theory. Her new book is Feminist Perspectives on Contemporary Educational Leadership (2021).
She is a member of the international Women Leading Education and #WomenEd networks. Fuller
was an elected member of BELMAS Council for five years and remains a founding co-convenor
of the Gender and Leadership Research Interest Group. She is a former English teacher and
Deputy Headteacher, Initial Teacher Educator and currently teaches on the MA in Educational
Leadership and Management course at the University of Nottingham, UK.
Margaret Grogan is Professor of Leadership Studies in the Attallah College of Educational
Studies. She served as Attallah College’s dean for five years, until 2020. Among the various
leadership positions she has held at her institutions and professional organizations, she served
as Dean of the School of Educational Studies at Claremont Graduate University from 2008-
2012, Chair of the Department of Educational Leadership and Policy Analysis at the University
of Missouri-Columbia, 2002-2008, and President of the University Council for Educational
Administration in 2003/2004. A frequent keynote speaker, she has also published many articles
and chapters and has authored, co-authored, or edited six books including Women and Educational
Leadership (with Charol Shakeshaft, 2011). Her current research focuses on women in leadership,
gender and education, the moral and ethical dimensions of leadership, and leadership for social
justice.
Helen M. Gunter is Professor of Educational Policy in the Manchester Institute of Education,
University of Manchester, UK. She is a Fellow of the Academy of Social Sciences, and recipient
of the BELMAS Distinguished Service Award 2016. Her work focuses on the politics of
education policy and knowledge production in the field of school leadership. Her most recent
books are: An Intellectual History of School Leadership Practice and Research (Bloomsbury,
2016); Consultants and Consultancy: The Case of Education (co-authored with Colin Mills,
2017) and The Politics of Public Education (2018).
Laura Guihen is Lecturer in Education at the University of Leicester, UK, and a former
secondary school English teacher. Her PhD study focused on the career histories and professional
aspirations of women deputy headteachers. Her research interests include the careers of women
teachers and leaders, maternity and motherhood.
Mary F. Howard-Hamilton is Coffman Distinguished Research Professor and Chair of the
Department of Educational Leadership at Indiana State University, USA. She received the National
Association for Student Personnel Administrators (NASPA) George Kuh Award for Outstanding
Research in 2021, the Presidential Medal from the Association for the Study of Higher Education
in 2018, and was a recipient of the Contribution to Knowledge Award from the American College
Personnel Association in 2017. Indiana State University awarded her the Presidential Medal for
Exemplary Teaching and Scholarship and the Theodore Dreiser Distinguished Research and
Creativity Award in 2015. Howard-Hamilton has published over ninety articles and book chapters
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Contributors
and is co-author of Multicultural and Diversity Issues in Student Affairs Practice: A Professional
Competency-Based Approach (2019).
Kandace G. Hinton is Professor of the Higher Education Leadership Program in the Educational
Leadership Department at Indiana State University, USA. She has also served as Special Assistant
to the Provost for the Diversifying the Faculty Initiative and is Chair of the Diversity, Inclusion,
and Global Engagement Task Force for the Bayh College of Education at Indian State University,
USA. Hinton holds a master’s and PhD in Higher Education Administration from Indiana
University, Bloomington, USA, and a Bachelor of Arts degree from Jackson State University,
USA. Her research interests include African American women leaders in higher education,
multicultural identity development and institutional support of community-based programs.
Hinton’s teaching areas include the history of higher education, philosophy of education,
academic leadership and research methods. She has published in pathways to higher education
administration for African American women and multiculturalism in higher education, along with
several other book chapters and journal articles. Hinton co-edited Unleashing Suppressed Voices
on College Campuses (2nd edition, 2021). She has presented her work at thirty-five national
higher education professional conferences. She is a consultant for colleges and universities as
well as community groups interested in leadership development of their staff and around issues
of diversity and inclusive excellence. Hinton currently serves as chair of the Council on Ethnic
Participation for the Association for the Study of Higher Education. She holds membership in
several professional organizations and Delta Sigma Theta Sorority, Inc.
Lauri Johnson is Associate Professor and Chair of the Department of Educational
Leadership and Higher Education at Boston College, USA. Her research interests include
culturally responsive and anti-racist leadership in international contexts, the life histories of
school leaders, historical studies of school-community activism in urban school reform and
successful school leadership in high-poverty schools. She is an Honorary Associate Professor
at the University of Nottingham, co-convenor of the World Educational Research Association
(WERA) International Research Network on “Families, Educators, and Communities as
Educational Advocates,” and a former Fulbright scholar to the United Kingdom. Her national
study on the lives and identities of Black and South Asian headteachers (1968–2015) won the
2017 Best Paper award from BELMAS (British Educational Leadership, Management, and
Administration Society).
Asma Shahid Kazi holds a doctorate in Education, specializing in Curriculum and Instruction,
with research focused on EFL Learning Strategies. Besides teaching and supervising research
up to doctoral level, she has been involved in curriculum development, accreditation, faculty
development and initiation of new programs. She is the organizer of TEDxLCWU and
recipient of Skoll Foundation scholarship for training in TEDWomen Conference 2019, USA.
She was the project manager of Gender Equity Program with Aurat Foundation/USAID on
Institutionalization of Gender Sensitization and Gender Training Materials in Public Sector
Universities, and conducted a series of tutorials and workshops on Gender Based Violence with
faculty, students and non-teaching staff of the university. She has published extensively, is an
assistant editor and also serves as a reviewer of prestigious research journals. She is currently
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Contributors
Assistant Professor and Chairperson of the Department of Professional Studies at Lahore
College for Women University, Pakistan.
Afifa Khanam is Incharge Faculty in the Department of Research Evaluation in the Faculty of
Education, Lahore College for Women University, Pakistan. She was awarded a PhD in Education
from the University of the Punjab, Pakistan. Her research interests include moral psychology,
instructional technology and assessment in education. She has published several research articles
in national and international journals, contributed book chapters and wrote a book, Reflective
Practice. She has completed an HEC-funded project and have been part of international projects
as well. She has supervised eight doctoral candidates and forty-five MS research theses. She is
editor of IJEER and reviewer of several reputed national and international journals.
Laudiléa Aparecida de Lourdes Laudino is Adjunct Professor of Early Childhood Education
at the Rio de Janeiro County (PMRJ), Brazil. She has a degree in pedagogy from the Faculty
of Education from Rio de Janeiro State University, Baixada Fluminense, Brazil. Laudino
has presented on the Black Deaf theme in the National Congress on Social Inclusion of the
Black Deaf (VI CNISNS) in Florianópolis, Brazil, the International Colloquium on Education,
Citizenship and Exclusion (CEDUCE) in Niteroi, Brazil, the 7th Women Leading Education
on the Continents (WLE) in Nottingham, UK, and in the X Latin American Association of
Communication Researchers (ALAIC) in Niteroi, Brazil.
Jacky Lumby is Emeritus professor of Education at the University of Southampton, UK. She has
researched and published extensively on the leadership of schools, colleges and universities in
many parts of the world. She is concerned to understand how power works through leadership of
education to privilege some and disadvantage others. She was an expert contributor and evaluator
for the European Policy Network on School Leadership and co-edited international handbooks
for the preparation and development of leaders on behalf of professional associations in the
United Kingdom, the Commonwealth and the United States. Her most recent book is Leading for
Equality: Making Schools Fairer, co-authored with Marianne Coleman.
Katrina MacDonald is Post-Doctoral Research Fellow in the School of Education at Deakin
University, Australia. Her research and teaching interests are in educational leadership, social
justice, educational research history and the sociology of education through a practice lens
(feminist, Bourdieu, practice architectures). MacDonald is a former anthropologist, archaeologist
and primary and secondary teacher in Victoria, Australia. MacDonald is Assistant Editor of the
International Journal of Leadership in Education.
Rachel McNae is Director of the Centre for Educational Leadership Research at the University
of Waikato, New Zealand. Her extensive and internationally recognized research portfolio stems
from a critical foundation of social justice with a specific focus on issues of equity, inclusion
and diversity in educational leadership. Her work is underpinned by the exploration of relational
sensemaking and the sociocultural dimensions of educational leadership. Her current research
agenda involves surfacing the lived experiences of social justice leaders; women’s leadership; and
examining the nature of innovation and community partnerships in the development of strength-
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Contributors
based, culturally and contextually responsive leadership learning encounters. McNae is involved
in numerous international research groups which support the field of social justice leadership
research globally. In 2018 and 2016, she was awarded the position of New Zealand Educational
Leadership Society Visiting Scholar and was the recipient of the International Emerald-European
Foundation for Management and Development Outstanding Research Award for Leadership and
Strategy.
Julia Mahfouz is Assistant Professor in the Leadership for Educational Organizations Program
in the School of Education and Human Development at the University of Colorado-Denver, USA.
Her research explores the social, emotional and cultural dynamics of urban and rural educational
settings and their effects on school climate and school improvement utilizing qualitative and mixed
methodologies. Her work seeks to deepen our understanding of social-emotional learning (SEL)
through lenses of intervention implementation, school improvement efforts and preparation of
school leaders to create spaces equitable for all where all could flourish utilizing policy as a lever
for change and as a powerful context, which shapes education at multiple levels of the system.
Rosangela Malachias is Adjunct Professor in the Department of Sciences and Education
Fundamentals in the College of Education from Baixada Fluminense at Rio de Janeiro State
University, Brazil. She has a PhD in Communication Sciences from the University of São Paulo,
Brazil. She is also a full member of the Graduate Program of Education and People’s Demands
and Contemporary Contexts from Federal and Rural University from Rio de Janeiro, Brazil.
Malachias is Researcher of Periferias Periphery Research Center at IEA-USP (Institute of
Advanced Studies at the University of São Paulo, Brazil); Coordinator of AFRODIÁSPORAS
Research Center on Black Women, Visual Culture, Educommunication and Policies in Urban
Peripheries linked to the Directory of Research Groups from National Council of Research
(CNPq). She is a member of Women Leading Education Network, Ryoichi Sasakawa – SYLFF
(Japan) Alumni, Fulbright Foundation – Hubert H. Humphrey Program (USA) Alumni., John T
and Catherine D. MacArthur Foundation Alumni (USA).
Tizita Lemma Melka is Assistant Professor in the Department of Psychology at Bahir Dar
University, Ethiopia. She focuses her research and professional interests on the broad fields of
education and psychology. Melka collaborated in researches studying child cognitive development
in Ethiopia and cross-national research exploring the social-psychological factors that predict
men’s interest in taking on care-oriented roles and occupations. She is also a researcher on
the UNESCO Chair GRTA family literacy project. Her fields of enquiry include culture and
psychology, social behaviour, gender, informal learning, primary/secondary education and
higher education.
Pontso Moorosi is Associate Professor of Educational Leadership and Management in the
Department of Education Studies, University of Warwick, UK. She is also a Research Associate
at the University of Johannesburg, South Africa. Her research interests include gender in
educational leadership, leadership preparation and development, and leadership identity
construction. She researches African contexts and is passionate about bringing marginalized
voices to the mainstream.
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Contributors
N. Mythili is currently working as Associate Professor in the Indira Mahindra School of
Education at Mahindra University, Hyderabad, India. Here, she is working with the Ph.D.
programme in Education. Before joining Mahindra University, she worked as Assistant Professor
at National Institute of Educational Planning and Administration, New Delhi, India till recently.
Her published books “Women in School Leadership”, “Pedagogical Leadership: A handbook
for leading learning in schools” are one of the earliest works on school leadership in India. The
handbook on pedagogical leadership has been chosen by the Ministry of Education for the web
portal called DIKSHA to reach out to all principals in India. She has researched and published
on several aspects of school leadership such as regional diversity, governance, leadership for
student learning, leadership development and Legitimacy of women school leaders. She has
designed and implemented Post Graduate Diploma in School Leadership and Management. She
is involved in the design and implementation of School Leadership Development Programme and
is a core member of NISHTHA (National Initiative for School Heads and Teachers for Holistic
Advancement), the two major initiatives funded by the Government of India. Her recent capacity
development programmes on pedagogical leadership for school principals at Central Board of
Secondary Education (CBSE) and Navodaya Vidyalaya Samiti (NVS) have received very high
appreciations creating a sort of records.
Irene Muzvidziwa is Associate Professor and Acting Director of the Gender Institute Midlands
State University, USA, and holds a PhD in Gender and Educational leadership from Rhodes
University, South Africa, MEd and BEd degrees from University of Waikato, New Zealand, and
a Diploma in Education from the University of Zimbabwe, Zimbabwe. Her areas of interests
include gender, educational leadership and the creation of gender-responsive environments,
women empowerment, gender mainstreaming and school community partnerships. Muzvidziwa’s
early experiences have had a strong bearing on her interest in understanding gender and the
forces that deny women educational opportunities, leading to her passion on the creation of
gender-responsive environments. She has researched and published book chapters and articles
in scholarly journals both local and international on gender and educational leadership.
Muzvidziwa has researched in New Zealand, South Africa and Zimbabwe. She presented papers
on teenage pregnancies, discipline in schools, approaches to empowering women and men, and
many others on equity issues. She is an Editorial Board Member for the Annals of Modern
Education, reviewer of several peer-reviewed journals and has supervised a number of master’s
and PHD students who successfully completed their thesis and projects through her supervision
and mentorship.
Angel Miles Nash is Assistant Professor of Leadership Development in the Donna Ford Attallah
College of Educational Studies at Chapman University, USA. Nash taught and led in K–12
schools in Washington, DC, California, and Virginia, USA, which galvanized her research
endeavours examining the emboldening of Black girls and women in the K–20+ educational
pipeline, the professional intersectional realities of Black women in education, the ways that
educators and educational leaders support underserved students in STEM education, and parent
engagement. She has published in peer-reviewed journals and books, and her research has
been sponsored by the Spencer Foundation, the Kay Foundation and the American Educational
Research Association. Her research, teaching and service commitments collectively and
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Contributors
intentionally reify her belief in educators’ influence on the historically underserved communities
on whose behalf she champions.
Portia Newman is a doctoral candidate in the PhD in Educational Leadership, Policy, and
Justice Program at Virginia Commonwealth University, USA. Her research focuses on leadership
development at the intersection of race, gender and culture and on how leadership theory and
practice informs organizational culture, change and opportunity for Black women. She earned her
BA in Education from the University of North Carolina at Chapel Hill, USA, before earning her
MEd in Instructional Leadership and Education Policy from the University of Illinois at Chicago,
USA. Newman’s background in child development and instruction compliments her work with
innovative programming and informs her service as an educator, researcher and learning and
leadership development professional.
Izhar Oplatka is Professor of Educational Administration and Leadership in the School
of Education at Tel Aviv University, Israel. His research focuses on the lives and career of
schoolteachers and principals, gender and education, emotions and educational administration,
educational marketing and the foundations of educational administration as a field of study. He
has published many books and papers in leading refereed journals in the areas of gender and
education, teaching, administration and leadership.
Deniz Örücü is Associate Professor of Educational Leadership and Policy in the Faculty of
Education at Başkent University, Ankara, Turkey. Her research interests include epistemological
underpinnings of educational administration and leadership field, refugee schools and leadership,
emotion management in education, multicultural education, higher education, educational policy
and change management and qualitative research methodology. Her latest research covers
education policy and educational leadership in refugee schools, school leaders’ policy mediation
styles in different countries, educational leadership within complex and challenging settings
and privatization of education. She is the co-convenor for Turkey in Network 26 (Educational
leadership) of European Educational Research Association (EERA).
Juliet Perumal is Professor in the Department of Education Leadership and Management at the
University of Johannesburg, South Africa. She is a Visiting Professor at the University of Nsukka,
Nigeria. Perumal has taught at various schools and universities throughout South Africa and has
published in the field of critical and feminist pedagogies; transformative curriculum, educational
leadership and qualitative research methodologies. Perumal is a South African National Research
Foundation Rated Researcher and the recipient of the Joyce Cain Award for outstanding research
on peoples of African descent.
Maureen K. Porter, PhD is an anthropologist of education in Social and Comparative Analysis
of Education at the University of Pittsburgh. She is the Associate Director of the Institute for
International Studies in Education. Her global educational leadership and policy analysis was
recognized by the Portlock Distinguished International Educator Award. Porter’s scholarship
centers equity and justice for women and girls, decolonizing museums, intercultural exchanges,
ethnographic research, and culturally and gender-responsive pedagogies for professional
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