Educational Administration, Department of

 

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

Comments

© 2003 Pro>Active Publications

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.

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