Women of K–12 Educational Leadership in Afghanistan: Progress, Successes, and Challenges

• In Event: Women Leading Education Across the Continents: Overcoming the Barriers

Abstract

Purpose
In Afghanistan, the field of education has continued to make steps toward restoration on multiple fronts since 2001. One of the critical challenges in all of Afghanistan to rebuilding education is having the human capital. Women’s status in leadership remains largely anecdotal and their role in educational leadership is equally unclear. The purpose of this investigation was to shed light on their role in rebuilding the nation’s educational system. Building on earlier work that focused on higher educational leadership, this qualitative investigation sheds light on women’s role by examining their progress, successes, and challenges.

Perspective
This investigation employed a feminist theoretical model that highlighted themes pertaining to the role of women in society that we have refined using the lens of educational leadership (Hoyt, 2007). Using three broad themes of human capital, gender differences, and prejudice, the theoretical model assumes that women should have the opportunity for education, work experience, and professional growth. The model also assumes that women’s style of leadership may differ from men’s, and that her motivations for and commitment to leadership may likewise differ. Finally, the model assumes there will be gender stereotypes within Afghan culture related to women in leadership.

Methods
The sample included fourteen men and women in positions of educational leadership or in positions of leadership in which they were qualified to comment on women in educational leadership. They included leaders of K-12 schools, ministers, and vice-ministers whose work is with primary and secondary education. Many of the interviews were held individually, while some were group interviews.

Findings
All leaders confirmed that little to no education occurred during Taliban era, which led to the high levels of illiteracy today, resulting in fewer candidates to become teachers and then educational leaders. They stated that progress remains slow but steady in enrolling girls into higher education. Even so, women have great difficult obtaining leadership roles in education if they lack the connections. When women are found in leadership roles, they are often placed in high-level positions with no support. Failures, then, reinforce men’s views of women’s incompetence.

Results
Human capital considerations, gender differences, and prejudice women face led to lessons of social justice; human dignity and strength; and leadership. Similar to their higher education counterparts, women leaders embody resilience, the desire for capacity building, and the ability to formulate future visions for education in Afghanistan. For example, social justice concerns uncovered the following themes: Gender Equity: Congruence is needed between the national white papers and authentic, transparent action plans with accountability for outcomes. Societal and Family Goals: Societal and familial goals for girls/women must mirror National Strategic Plans.

Significance
Because of the unstable socio-political and security circumstances in Afghanistan for over two decades, ethnographic studies of any sort continue to be few in number. Even fewer examine leadership broadly and educational specifically in Afghanistan. This study provides an empirical assessment of one aspect of women’s role in civil society, which remains a principal goal of the government and of the world community.

Author

• Elizabeth C. Reilly, Loyola Marymount University