Department of Educational Administration
Date of this Version
4-2003
Document Type
Article
Citation
Journal of Women in Educational Leadership, Vol. 1, No. 2-April 2003 ISSN: 1541-6224
Abstract
This qualitative study of women at professor rank at a Research Extensive university explored work roles as well as occasions and events that signified affirmation or marginalization to respondents as they performed their work. Three primary work roles emerged: disciplinary expert, mentor or model, and advisor or change agent. Although all respondents clearly identified themselves as disciplinary experts, the other two roles were often more complex. Respondents generally experienced affirmation through student, collegial,and institutional recognitions of expertise and effectiveness. Marginalizing experiences included serving token roles on committees or other bodies and being a "lone voice" on issues of equity.
Comments
© 2003 Pro>Active Publications