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Black female professors experience and strategies

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Black female professors experience and strategies

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2. the topic the article addresses is  women's underrepresentation in educational leadership positions and the wide spread of high profile campaigns such as #MeToo movement 

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2. the topic the article addresses is  women's underrepresentation in educational leadership positions and the wide spread of high profile campaigns such as #MeToo movement 

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focuses on the career experience of Black female professors and their experience to reach professorship in their careers

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The number of women in higher education leadership is increasing, but it is a relatively recent development. In the not-so-distant past, women could not get into most colleges, let alone lead their dreams. Higher education has come a long way since then, but there is still a long way to go to achieve gender equality.

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- the culture of higher education had a negative impact on their social and personal lives
- only 2 professors had an experience of 10 years or more
- white female colleagues with less experience had better chances at promotion
- persistent bullying and racial stereotyping
- Head of department avoided an employee in one of the Black female professors
- strategies such as white colleagues speaking up for them was needed
- needed specific activities like yoga to maintain well-being

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3. Social media, is a useful tool to allow women to share their experiences with leadership roles in  education. The issues that they face such as sexual discrimination, harassment and a lack of similar opportunities to their male counter parts. The use of the twitter #WomenEd, allowed the women to challenge the status quo and express themselves. 

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3. Social media, is a useful tool to allow women to share their experiences with leadership roles in  education. The issues that they face such as sexual discrimination, harassment and a lack of similar opportunities to their male counter parts. The use of the twitter #WomenEd, allowed the women to challenge the status quo and express themselves. 

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- even though women represent the majority of teaching roles, the role of head teacher is typically dominated by men

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Julia Gillard misogyny speech voted most unforgettable Australian TV moment

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Julia Gillard misogyny speech voted most unforgettable Australian TV moment

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Women underrepresented in leadership
Men not taking responsibility, women being disrespected and issue being ignored

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Men get promoted more quickly, 4 other findings from new school leadership research

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Men get promoted more quickly, 4 other findings from new school leadership research

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Men being promoted quickly
Women are given leadership roles but slow in being promoted
It takes women 3 more years than men of experience to be moved to leadership roles

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- in 2022, leadership positions are still primarily held by men.- women are traditionally seen as better suited to the field, there is no doubt that women are underrepresented in critical educational leadership roles.

- Women have long been judged on traditional masculinity regarding effective leadership. A 1986 paper titled "Challenges for Women Educational Leaders: Examining Problems and Proposing Solutions through Educational and Social Change Strategies" illustrates this point. Not only do women have to behave like men, but they also have to be judged by how feminine they are.

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It’s about time to value young women of colour in leadership

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It’s about time to value young women of colour in leadership

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Confidence is lowered because of experiences of discrimination
Over-represented in low-wage jobs
To fit in, young women of colour had to focus on appearance than actual preparation for meetings

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- men progress more quickly in primary schools, particularly in leadership roles
- classroom teacher decreased but pupils increased - especially in secondary schools
- median age for headteachers dropped from 51 to 48 in 2016
- time taken for primary headteacher is quicker than in secondary

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social media
underrepresentation ( of women and other minority groups)
discrimination
educations ability to help learn and teach
women's education and careers

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Lack of representation of women in leadership.

Rise in women being appointed leadership roles.

Men progress to their first leadership role more quickly.

When women go in to a leadership role its 9 years after being qualified compared to 6 for men.

Ethnic minority leaders are rising.

5% to 7% in primary schools and 7% to 9% for secondary schools for headteacher roles.

For teacher roles 9% to 11% in primary schools. 14% to 17% in secondary schools.

The number of ethnic minority in leadership roles is highest in the capital city (London) with 53% in primary schools and 42% in secondary schools.

Fewer classroom teachers, but more leaders. A decrease of 0.5% of teachers but an increase of 9% of leadership roles.

Increase in assisted heads and middle leaders.

Senior leaders are getting younger.

Median age for head teachers dropped 51 in 2010 to 48 in 2016.

Most teachers get a leadership role by 27.

Headteachers tend to have 4 years less experience.

Teachers get their first leadership role faster at secondary school.

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The proportion of women appointed to leadership roles in schools is rising, but men are still being promoted more quickly, new analysis shows.

The Department for Education has published a new report on the 2016 school workforce census, comparing the positions held by men and women, ethnic minorities, and younger and older teachers.

More teachers are moving into leadership positions even though the proportion of classroom teachers is falling, and a large proportion of ethnic minority teachers are still based in London.

Here are the five key findings.

1. Men progress to leadership faster

Women are still underrepresented in leadership roles, especially at secondary schools, and men progress faster to leadership positions.

They are better represented at primary level, making up 85 per cent of the workforce compared with 73 per cent of headteachers. But at secondary level, women made up 62 per cent of the workforce and just 38 per cent of headteachers.

However, the proportion of women in leadership roles has generally increased between 2010 and 2016.

Women made up 77 per cent of newly promoted primary school headteachers in 2016, a three percentage point rise on 2011. In secondary schools, women made up 43 per cent of newly promoted headteachers, a four percentage point rise.

But men progressed to their first leadership roles more quickly than women in primary school.

In 2016, half of new women primary leaders had been qualified for nine years or less, compared with just six years or less for men. At secondary level, the difference was less pronounced.

2. The proportion of ethnic minority leaders has risen

Between 2010 and 2016, the proportion of headship positions held by ethnic minority teachers increased, from five per cent to seven per cent in primary schools, and from seven per cent to nine per cent for headteachers in secondary schools.

The proportion of ethnic minority teachers overall has also increased, from nine per cent to 11 per cent in primary schools and from 14 per cent to 17 per cent in secondary schools.

But large numbers of these teachers are based in the capital. 53 per cent of all ethnic minority primary teachers are in London. Among secondary teachers, the figure was 42 per cent.

3. Fewer classroom teachers, more leaders

The number of classroom teachers decreased by 0.5 per cent between 2010 and 2016, despite a rise in pupil numbers. But the proportion of teachers in leadership roles rose by nine per cent over the same period.

The trend was most noticeable at secondary level, with more teachers moving into leadership positions at secondary level despite a 10-per-cent decrease in the number of classroom teachers.

The growth in leaders was accounted for mainly by an increase in the number of assistant heads and middle leaders. Numbers of deputy headteachers and headteachers has remained roughly constant.

4. Senior leaders are getting younger

The median age for headteachers dropped from 51 in 2010 to 48 in 2016, the data shows.

For those teachers who stayed in teaching, one fifth had a leadership role by age 27.

Headteachers are also slightly less experienced than in 2010: where then half of headteachers had qualified 26 or fewer years earlier, they had four years less experience in 2016.

5. Teachers got their first leadership role faster at secondary, but reached headship quicker at primary

The time taken to reach a headteacher role was shorter in primary schools.

In 2016, half of new secondary headteachers had been qualified for 20 years or less, compared with 17 years or less for primary headteachers.

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Men get promoted more quickly, and 4 other findings from new school leadership research

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The proportion of women appointed to leadership roles in schools is rising, but men are still being promoted more quickly, new analysis shows. The Department for Education has published a new report on the 2016 school workforce census, comparing the positions held by men and women, ethnic minorities, and younger and older teachers.

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Women being under-represented in leadership
Women are discriminated, disrespected and ignored
Women are not given enough opportunities compared to men
Women are not taken seriously when in positions of leadership