Engendering Leadership. Deconstructing the Dominant Discourse on Masculinity and Leadership: A Feminist Critical Policy Analysis

• In Event: 49.039 - Moving Beyond Tradition: Critical Approaches to Education Policy Analysis

Abstract

This paper employs a Feminist Critical Policy Analysis approach to examine messages about “proper” feminine and masculine behaviors, and their connection to prevailing definitions of strong leadership. Our analysis explores the cultural norms that perpetuate the assumption that leadership is founded on masculine characteristics. The study uncovers and deconstructs the traditional masculine tropes within dominant narratives on leadership. Specifically, we begin with a literature review describing normative assumptions about gender roles in American society and in education careers. We then identify instances of these assumptions embedded within political discourse, including presidential speeches and election platforms. This is then be connected to cultural assumptions within policies and practices for school leaders, which communicate messages that women should not aspire, giving another twist on the explanation of the persistent preference for men in school leadership positions. Documents were collected from four different states that describe this recruitment, licensure, and selection of educational leaders, in order to identify the subtle transmission of these traditional leadership norms.

Authors

• Catherine Marshall, University of North Carolina

• Mark Johnson, The Learning Partnership