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- W334998601 abstract "Although about 60% of Canadian teachers are women, women hold only a small minority of decision-making positions in education. For example, only about 16% of school principals are women.1 Three common explanations for this underrepresentation are that women are not interested in holding administrative responsibility, that they are not capable, and that they are not qualified (Haddad, 1987; Nixon, 1987; Rees, 1990; Shakeshaft, 1987). I am concerned to know whether qualified women are available for appointment to positions of educational leadership, and to indicate lines of research that could adequately account for the present situation. The usual research paradigms for explaining availability of persons for various occupations come from sociology, social psychology, and psychology (Acker, 1983, 1989; Betz & Fitzgerald, 1987; Bordo, 1986; Eccles, 1986; Gilligan, 1982, 1988; Gottfredson, 1981; Holland, 1985; Kahn & Robbins, 1985; Marini, 1978; O'Brien, 1990; Osipow, 1990; Singer, 1989; Stewart, 1989). Because I am concerned with the social reasons for women's preferences, and not just with measures of social readiness to accept women (for example, measures of gender mobility in the education hierarchy), my arguments and proposals draw both on psychological and on sociological methods. The 1960s and 1970s saw a revolution of rising expectations and aspirations for women, of changing self-concepts, and of consciousness-raising sisterhood. Was the 1980s the decade of breakthrough for women becoming qualified and beginning to attain middle-management positions? I think that, in fact, many women have obtained the relevant credentials; that there has been a rapid and substantial increase in the proportion of women certified to become school principals; that, in short, women have demonstrated they are ready, willing, able, and qualified to hold positions of administrative responsibility in education in Canada." @default.
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- W334998601 date "1991-01-01" @default.
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- W334998601 title "The Gender Composition of the Pool of Prospective School Principals" @default.
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- W334998601 doi "https://doi.org/10.2307/1494971" @default.
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