Gendered Behavior Patterns in School Board Governance

Autor/inn/en	Mountford, Meredith; Brunner, C. Cryss
Titel	Gendered Behavior Patterns in School Board Governance
Quelle	In: Teachers College Record, 112 (2010) 8, S.2067-2117 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-9620
Schlagwörter	Motivation; Behavior Patterns; Females; Governance; Decision Making; Boards of Education; Gender Issues; Women Administrators; Instructional Leadership; Superintendents; Sex Role; Stereotypes + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Weibliches Geschlecht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Decision-making; Entscheidungsfindung; Ausschuss; Geschlechterfrage; Weibliche Führungskraft; Instruction; Leadership; Führung; Schulrat; Geschlechterrolle; Klischee
Abstract	Background/Context: Educational leadership literature lacks research focused on how gender influences decision making, in particular at the highest level of school governance, the school board table. Consequently, whether gender makes a difference during decision making at the school board table has yet to be determined. Purpose/Objective/Research Question/Focus of Study: This article examines the influence of gender during decision making at the school board table as related to board members' perceived vocal space/influence and perceptions from others (board colleagues and superintendents) about board members' vocal space/influence. Findings from one of the few studies of women school board members and some of the published literature on women superintendents are used to support discussions and to increase insight into how gender dynamics may play out at the school board table. Research Design: This qualitative study is a secondary analysis of a larger study (Mountford, 2001) that investigated many factors related to board member decision-making styles, such as motivation for board service and conceptions of power. Conclusions/Recommendations: The article concludes with a discussion of how decisions are impacted by gender dynamics prior to and during decision making and further suggests ideas for school board training and educational leadership programs of ways in which programs can be improved to address gender issues impacting decision making at the board table. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10