Coloring outside the Lines: Mentoring Women into School Leadership (Women in Education) - Softcover

Gardiner, Mary E.; Enomoto, Ernestine; Grogan, Margaret

Softcover

ISBN 10: 0791445828 ISBN 13: 9780791445822

Publisher: State University of New York Press, 2000

Synopsis

Presents new practices and ideas for mentoring women for school leadership positions.

Coloring outside the Lines critically looks at mentoring from the perspective of women who have been historically marginalized in school leadership, and grounds itself in a variety of experiences, including those of women school leaders of color. Using a feminist poststructuralist framework, the authors deconstruct the mentoring of women within the culture of K-12 public school administration in which they work. Providing arguments that mentoring has been and can be discriminatory, the authors explore it as a vehicle for transformation and change in education leadership rather than abandoning it completely.

About this title

About the Author

Mary E. Gardiner Professor of Educational Leadership an the University of Idaho at Boise. She is the author of Parent-School Collaboration: Feminist Organizational Structures and School Leadership, also published by SUNY Press and School Cultures: Universes of Meaning in Private Schools. Ernestine Enomoto is Professor of Education at the University of Hawaii at Manoa. Margaret Grogan is Dean of the School of Educational Studies at Claremont Graduate University. She is the author of Voices of Women Aspiring to the Superintendency and coeditor (with Daniel L. Duke, Pamela D. Tucker, and Walter F. Heinecke) of Educational Leadership in an Age of Accountability: The Virginia Experience, both also published by SUNY Press.

Reviews

Mentoring women into school leadership has become a popular idea over the last decade. Although there are books on the subject, few, if any, deal specifically with mentoring women in public education. This trio of authors (from three different colleges of education) wants to persuade more women to seek leadership positions in public schools, where administrative positions are currently around 90 percent male. Ironically, superintendents generally rise from the ranks of teachers, 70 percent of whom are female. The authors argue that this under-representation can be connected to the lack of mentoring of women. In this study, they interview 55 mentors and their female prot g s at the level of assistant principal or higher within a K-12 grade range. The authors describe how the various mentoring pairs worked together for at least one year and discuss how successful the mentoring was. While no single "right way" of mentoring was discovered, the practice of mentoring was found to be a key factor in women gaining leadership positions. Suitable primarily for academic libraries and public libraries with large education collections.DTerry Christner, Hutchinson P.L., KS
Copyright 2000 Reed Business Information, Inc.

Edition details

• Publisher: State University of New York Press
• Publication date: 2000
• Language: English
• ISBN 10: 0791445828
• ISBN 13: 9780791445822
• Binding: Paperback
• Number of pages: 249