Gender differences as a function of perception and stereotypes Dissertation

Gender differences as a function of perception and stereotypes - oratory ExampleThe researcher states that the changing leadership practices of shoal principals at the secondary school level are evident through the develop ment programs and leadership preparations for women in positions of leadership in schools. There is now increasing emphasis on preparing women for school leadership positions, which underlines two connected concerns. Firstly, the prevailing patterns illustrate the ways in which preparation programs are intentionally leveraging designs and delivery aspects in preparing larger numbers of women for leadership functions in schools. This is to equip them with the knowledge and skills required for systemically changing school working. Such patterns clearly suggest the transforming characteristics of school leadership in terms of being driven and accompanied through conceptualizing the principals role in new ways. It is thus important to examine the changing roles of s chool leadership, the environment in which principals are developed and prepared, the gender differences relative to perception and stereotypes and stratification of roles. In considering them together it becomes evident that the increasing emphasis on instructional capacities in school leadership has disturbed the conventional gender balance of authority whereby mens roles are related with masculinity. For example, male roles such as administration are indicative of higher status relative to womens functions in postulate to femaleness, child care and instruction. (Bennett and Anderson, 2003). The shortage of women in roles of secondary school principals is a global phenomenon, which is evident from the circumstance that women comprise of at least half of number secondary school teachers but in secondary school administration functions they form a minority. It is required of professionals in the area of education to appreciate the fact that gender determines important roles in reg ard to women being assigned the role of principals in secondary schools. Analysts in the field of education believe that there are three standards relative to leadership and gender That orthodox leaders are male Leadership styles are characteristic of being macho It can be theorized that leadership tends to marginalize gender. Tallerico and Blount (2004) have held that society has orthodox beliefs about leadership being vested with males and that such belief systems continue supporting male domination. They also believe that norms such as gender filters are perpetuated due to shared understanding amongst administrators that males have the ability to resolve matters relative to discipline. However, the transforming environment of enhanced accountability has wedged shifts in concepts of leadership through which principals are being inducted. In regard to enhanced local and national emphasis on enhancing students