By Susan E. Chase
Like different girls who paintings in professions ruled by means of white males, girls tuition superintendents inform tales approximately emerging to influential positions, constructing self belief of their authority and talent, but carrying on with to confront discriminatory therapy in an profession dependent by means of gender and racial inequalities.
In this booklet, Susan E. Chase examines those contradictory reviews of strength and subjection, drawing on interviews with expert ladies of varied ethnic and racial backgrounds who head colleges in rural, small-town, and concrete districts around the usa. Chase specializes in the stress, implicit within the language those girls use, among ostensibly gender- and race-neutral discourse approximately specialist paintings and contentious, gendered, and racialized discourse approximately inequality. via shut research in their tales of good fortune, she indicates how those girls have constructed a number narrative thoughts for articulating and dealing with their ambiguous empowerment.
Innovative in perception and interdisciplinary in strategy, this learn contributes to our realizing of ways common 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 you can what expert ladies need to say approximately their lives.
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Additional resources for Ambiguous empowerment: the work narratives of women school superintendents
It was] that perspective, seeing how things were working, and that there was another dimension to the operation. And quite frankly the fact that there are so Page 4 many assholes doing these things [laughs]. I kept thinking "god there's got to be a better way to do this. " As she describes her desire to improve conditions for teachers and her ability to do a better job than others, Rhodes presents herself as a confident, efficacious individual, as an educator committed to and capable of doing the leadership work that needs to be done.
Their narratives indicate a variety of culturally available texts for describing themselves as white, Black, and Hispanic women who are subject to racial and gender inequalities in their profession. Although stories about discrimination have not achieved a prominent place in American culture, the legacies of the civil rights and women's movements have made such stories familiar by giving them at least some public currency. 16 In the context of our in-depth interviews, women educational leaders expressed consciousness of themselves as members of oppressed groups in American society and awareness of how gender, race, and ethnicity shape their life experiences.
Although stories about discrimination have not achieved a prominent place in American culture, the legacies of the civil rights and women's movements have made such stories familiar by giving them at least some public currency. 16 In the context of our in-depth interviews, women educational leaders expressed consciousness of themselves as members of oppressed groups in American society and awareness of how gender, race, and ethnicity shape their life experiences. Importantly, in these women's storiesand I suspect this would be true of most Americans' accounts of discriminationvictimization is never the end of the story.
Ambiguous empowerment: the work narratives of women school superintendents by Susan E. Chase