Barriers to the Advancement of Women in Educational Administration: Sources and Remedies.

Autor/in	Gupta, Nina
Institution	Southwest Educational Development Lab., Austin, TX.
Titel	Barriers to the Advancement of Women in Educational Administration: Sources and Remedies.
Quelle	(1983), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrators; Career Development; Career Planning; Educational Administration; Elementary Secondary Education; Employed Women; Employment Opportunities; Equal Opportunities (Jobs); Fear of Success; Females; Mentors; Networks; Nontraditional Occupations; Occupational Aspiration; Power Structure; Promotion (Occupational); Sex Bias; Sex Differences; Sex Discrimination; Sex Fairness; Sex Stereotypes + Suchen Sie Ihr Suchwort? Berufsentwicklung; Karriereplanung; Bildungsverwaltung; Schuladministration; Schulverwaltung; 'Female employment; Women''s employment'; Frauenbeschäftigung; Berufschance; Beschäftigungschance; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Leistungsangst; Weibliches Geschlecht; Non-traditional occupations; Alternatives Berufsfeld; Berufsneigung; Berufsziel; Aufstiegsberuf; Berufsförderung; Sex difference; Geschlechtsunterschied; Sex; Discrimination; Geschlecht; Diskriminierung; Sexualaufklärung
Abstract	This paper summarizes barriers that work to keep women in traditional positions within the work world and at the lower levels of organizational hierarchies within educational administration. Three general categories of barriers are outlined. In personal barriers, the first category, personality characteristics, background influences, and socialization patterns function to inhibit women's progress in educational administration. The second category, interpersonal barriers, characterizes the interactions between aspiring women and the dominant power groups (which tend to be white and male). The major types of interpersonal barriers are sex role stereotyping and intergroup polarization. These barriers function to perpetuate myths and biases about women's abilities and group women together in such a way that all women suffer from the failures of a few. Organizational/structural barriers (the third category) occur in many aspects of an agency's functions: recruitment, selection, placement, evaluation, giving rewards, use of power and authority, and other norms and expectations. If educational and occupational equity are to be achieved, it is imperative that barriers be removed. Some strategies for combating these barriers are consciousness raising, career planning, management training, information sharing, mentoring, networking, and retraining. A list of further readings on the subject is provided. (MD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01