Educational Administration, Department of

 

Date of this Version

10-2005

Document Type

Article

Citation

Journal of Women in Educational Leadership, Vol. 3, No. 4--October 2005 ISSN: 1541-6224

Comments

©2003 Pro>Active Publications

Abstract

The feminist phase theory (Tetreault, 1985) was used to examine the cultural patterns embedded in a department of a large, urban university, to classify how the faculty in the department perceived women, and to examine how our own behavior as two newly hired associate and assistant professors contributed or did not contribute to these patterns of behavior. Three years of field notes, anecdotal records, transcriptions of meetings, interviews, and student comments were categorized to develop experienced-derived strategies. These strategies encourage women in higher education to: (a) recognize their own enmeshment in patriarchal practices; (b) disrupt these practices through their own behavior; and (c) move to positions of advocacy and moral purpose in higher education. As

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