Networking and adapting their way forward: Women heads of large, K-12 independent schools and their leadership literacies

Author:

Flaxman Jessica R.

Abstract

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. However, while a greater number of women lead independent schools today than in years past, they more often achieve the headship in small and K-8 schools and remain less likely (22%) to achieve headship of large (>700) independent schools. 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 “leader communications” from the crisis/pandemic school year, this study identifies the role of networking and adaptability literacies in moderating gender bias in the leadership pipeline.

Publisher

Frontiers Media SA

Subject

Education

Reference55 articles.

Cited by 1 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Spotlighting the Need for More Minority Women in K-12 Education Leadership;Advances in Educational Marketing, Administration, and Leadership;2024-05-10

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