Literaturnachweis - Detailanzeige
| Autor/in | Rohwer, Debbie |
|---|---|
| Titel | Backgrounds and Perceptions of Women Arts Administrators |
| Quelle | In: Texas Music Education Research, (2018), S.68-78 (11 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2379-9021 |
| Schlagwörter | Women Administrators; Gender Bias; College Presidents; Superintendents; Elementary Secondary Education; Higher Education; Parent Background; Educational Attainment; Stress Management; Persistence; Self Determination; Family Work Relationship; Fine Arts; Mentors; Texas |
| Abstract | Education organizations have noted a gender disparity in administrative leadership. In colleges, the American Council on Education urged leaders to move the needle from having 30% to 50% of U.S. college presidents be women by 2030 (ACE, 2017). A gender inequity has also been documented in school district populations (PBS, 2016), with a majority of teachers being women, but less than a quarter serving as superintendents. Because of this historical inequity being in contrast with a call for gender equity, it is important to understand and nurture the characteristics, skills, perceptions, and practices of successful women administrators in both K-12 and collegiate settings. And yet, relatively few research studies have been completed that have described women leader characteristics and skills. Ramirez (2012) found that parent's education (i.e., both earning a 4-year degree) was associated with women becoming administrators. In terms of characteristics, Kersh (2014) found that women administrators tended to have effective short-term strategies to avoid stress, but ineffective long-term strategies, and Adusah-Karikari (2008) and Byington (2010) noted that perseverance, planning, prioritization, and determination were characteristics/skills that helped women leaders advance. Byington (2010) recommended that women administrators work at improving their life role balance by addressing such things as self-care, flexibility, and stress-guilt reflection. There is a need for additional research on women arts administrators in K-12 and college settings. Studies investigating women collegiate administrators have shown that parental background, perseverance, planning, having a supportive spouse that helps with career balance, and a supportive mentor are all aspects that may help women be successful administrators. While descriptive studies have investigated collegiate administrators, Earnhart (2015) is the only example that addresses K-12 arts administrators. While this study described Texas music administrators' perceptions of the competencies needed for successful music teacher attributes, it did not address the administrators' own backgrounds or leadership perceptions. The field of music education may benefit from the results of this study through an understanding of the variables that women arts leaders perceive as having a positive impact on leadership success. The purpose of the study was to describe the backgrounds and perceptions of women arts administrators in K-12 and higher education settings who were married and had children. (ERIC). |
| Anmerkungen | Texas Music Educators Association. 7900 Centre Park Drive, Austin, TX 78754. Tel: 512-452-0710; Fax: 512-451-9213; Web site: http://www.tmea.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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