Educational Administration, Department of

 

Date of this Version

4-2010

Document Type

Article

Citation

2010 Pro>Active Publications

Comments

Journal of Women in Educational Leadership, Vol. 8, No.2-April 2010 ISSN: 1541-6224

Abstract

The purpose of this study was to investigate gender bias in pre-service principals using the Gender-Leader Implicit Association Test. Analyses of student-learn- ing narratives revealed how students made sense of gender bias (biased or not-biased) and how each reacted to evidence (surprised or not-surprised). Two implications were: (1) the need for leadership programs to help students identify and unpack gender bias, and (2) to provide new leaders with strategies to con- front and reduce gender bias in the organizations in which they will lead. A model for identifying, confronting, and reducing gender bias is presented as scaffolding to help educational leadership faculty and students understand the pervasive nature of gender bias in order to lead others in the difficult work of "undoing" gender bias.

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