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Storying the Gap: Critical and Emergent Literacies in Women Leading Large, K-12 Independent Schools / Jessica Robin Flaxman.
- Format:
- Book
- Thesis/Dissertation
- Author/Creator:
- Flaxman, Jessica Robin, author.
- Language:
- English
- Subjects (All):
- Educational leadership.
- Womens studies.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Local Subjects:
- Educational leadership.
- Womens studies.
- Educational and Organizational Leadership--Penn dissertations.
- Penn dissertations--Educational and Organizational Leadership.
- Physical Description:
- 1 online resource (217 pages)
- Distribution:
- Ann Arbor : ProQuest Dissertations & Theses, 2022
- Contained In:
- Dissertations Abstracts International 84-02A.
- Place of Publication:
- [Philadelphia, Pennsylvania] : University of Pennsylvania, 2022.
- Language Note:
- English
- Summary:
- Gender disparity at the leadership level of large (defined by the National Association of Independent Schools as >700 students) K-12 independent schools is a critical and persistent issue in the ongoing effort to foster equity and justice in historically white and male-led independent schools in the United States. Since 2009, the number of women leading all independent schools has increased from 31% to 41% in 2021 (Rowe, 2021). While a greater number of women lead independent schools today than in years past, they remain significantly underrepresented as heads (22%) of large (>700) independent schools (NAIS DASL, Heads Gender, 2020). Previous studies on women and independent school leadership have sought to explain the gender gap through research on pipeline, preparedness, women's self-perceptions, mentorship, and sponsorship, but have not focused on large, K-12 independent schools, where women heads are a significant minority, or on the leadership skills, called literacies in this study, within that group. Using mixed-methods research including a quantitative survey of 30 of the 45 women leading large, K-12 independent schools in 2020, qualitative follow-up interviews, and analysis of exemplary digital "leader communications" from 2020-2021, this research study identifies some of the critical and emergent literacies that women leaders possess and perform as leaders. Areas for future research include the development of a theory of leadership praxis for women who lead historically male-led independent schools, an expanded typology of leadership literacies for all aspiring independent school heads, and deeper investigation of systemic biases that result in ongoing leadership gaps and inequities in large, K-12 independent schools.
- Notes:
- Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
- Advisors: Ball, Earl; Committee members: Furlonge, Nicole; Ravitch, Sharon; Windsor, Kate.
- Department: Educational and Organizational Leadership.
- Ed.D. University of Pennsylvania 2022.
- Local Notes:
- School code: 0175
- ISBN:
- 9798845408105
- Access Restriction:
- Restricted for use by site license.
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