Administration

Ambiguous empowerment: the work narratives of women school - download pdf or read online

By Susan E. Chase

ISBN-10: 087023949X

ISBN-13: 9780870239496

Like different girls who paintings in professions ruled by way of white males, ladies university superintendents inform tales approximately emerging to influential positions, constructing self assurance of their authority and talent, but carrying on with to confront discriminatory therapy in an profession based via gender and racial inequalities.

In this e-book, Susan E. Chase examines those contradictory reviews of energy and subjection, drawing on interviews with specialist ladies of assorted ethnic and racial backgrounds who head faculties in rural, small-town, and concrete districts around the usa. Chase specializes in the stress, implicit within the language those ladies use, among ostensibly gender- and race-neutral discourse approximately expert paintings and contentious, gendered, and racialized discourse approximately inequality. via shut research in their tales of luck, she indicates how those ladies have constructed a number narrative concepts for articulating and dealing with their ambiguous empowerment.

Innovative in notion and interdisciplinary in strategy, this research contributes to our figuring out of the way normal social processes―the copy of tradition, the development of self-understandings―are embodied within the daily perform of storytelling. It additionally invitations us to hear in new how one can what expert girls need to say approximately their lives.

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Extra resources for Ambiguous empowerment: the work narratives of women school superintendents

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Rhodes uses discourse about professional power and individualism to describe how she overcomes sexist treatment and integrates herself into the professional community. Part 3 focuses on the larger story communicated by these four women's narratives. In chapter 7, I argue that despite their diver- Page xiii sity, a certain commonality collects the narratives: in varying degrees, all of these superintendents employ narrative strategies that partially dismantle and partially preserve the individualistic, gender- and race-neutral character of the discursive realm of professional work.

Their stories have become important to me not only as research data but also as guides for reflection on my own professional experiences. Colleen and I depended on many people throughout the research project. Martina Thompson, Marilyn Livingston, and Mimi Schuttloffel assisted with the phone surveys that provided data on women in the superintendency in all fifty states (see the appendix). Leann Stephenson, Stacy Clettenberg, Holly Ewing, Linda Golden, and the late Margaret Nichols gave us excellent technical and clerical assistance with many tasks.

Part 3 focuses on the larger story communicated by these four women's narratives. In chapter 7, I argue that despite their diver- Page xiii sity, a certain commonality collects the narratives: in varying degrees, all of these superintendents employ narrative strategies that partially dismantle and partially preserve the individualistic, gender- and race-neutral character of the discursive realm of professional work. Furthermore, that commonality conveys a larger story: women superintendents devote themselves primarily to their professional commitments and manage to deal with the persistent inequalities they face in ways that do not distract them from their work.

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Ambiguous empowerment: the work narratives of women school superintendents by Susan E. Chase


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