By Susan E. Chase
Like different girls who paintings in professions ruled through white males, ladies college superintendents inform tales approximately emerging to influential positions, constructing self assurance of their authority and skill, but carrying on with to confront discriminatory therapy in an profession dependent by way of gender and racial inequalities.
In this e-book, Susan E. Chase examines those contradictory studies of strength 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 strain, 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 luck, she exhibits how those ladies have built a number of narrative techniques for articulating and dealing with their ambiguous empowerment.
Innovative in belief and interdisciplinary in method, this learn contributes to our figuring out of ways common social processes―the replica of tradition, the development of self-understandings―are embodied within the daily perform of storytelling. It additionally invitations us to pay attention in new how you can what specialist ladies need to say approximately their lives.
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Additional resources for Ambiguous empowerment: the work narratives of women school superintendents
I heard these stories during interviews that Colleen Bell and I conducted with women superintendents of various racial and ethnic backgrounds in rural, small-town, and urban districts across the country. Readers who have listened to any group of professional women talk about their work experiences will likely find these stories familiar. Like other successful women who work in male- and white- dominated professions, women superintendents Page x have much to say about the way they managed to get into such positions despite the anomaly of their gender or race, how they developed confidence in their competence and authority, and what they have accomplished by exercising their professional power.
The Discursive Disjunction: Talking about Professional Work and Inequality While we took for granted that women educational leaders would have stories to tell about professional achievement and discrimination, we did not anticipate how the tension between individualism and inequality would shape their stories and the interview talk generally. Throughout the interviews, Colleen and I found that it was easy to ask questions about the work women superintendents do, and that they responded at length to such questions, talking unself-consciously and eagerly even when describing formidable tasks such as closing schools and resolving teacher strikes.
For example, Nadya Aisenberg and Mona Harrington describe the tension produced by the conventional marriage plot when academic women narrate their career stories. And we would emphasize here that the marriage plot applies to all women, married and unmarried alike, because it defines what women should want, the way they should behave, and the choices they should make under the old norms. Women may follow the plot successfully, try to follow it and fail, or decide not to follow it. 10 Aisenberg and Harrington show how academic women struggle to come to terms with the marriage plot even as the quest or adventure plot emerges in their stories.
Ambiguous empowerment: the work narratives of women school superintendents by Susan E. Chase