Margaret Grogan
Claremont Colleges
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Educational Administration Quarterly | 2000
Margaret Grogan
This article reviews the literature on the superintendency over the past 50 years to understand what has been written about the position. By juxtaposing the traditional with ideas from feminist and postmodern literature, a possible reconception of the superintendency is offered. This is grounded in acknowledging postmodern paradoxes that emerge using this approach. Recognizing such paradoxes allows the questioning of the current superintendency. This leads to suggested leadership strategies that differ from the traditional in hopes of a more socially committed superintendency in the future.
Educational Administration Quarterly | 1999
Margaret Grogan
Concerns with equity issues in education have largely given way to concerns about quality and excellence. Bell and Chase (1993) argue that from the beginning of the 1980s, federal policies have focused on the establishment and enforcement of performance standards rather than on equity standards. And even when the focus was on equity, apart from affirmative action policies in some arenas, what was really targeted was equality. Talking of gender equity, in particular, Stromquist (1997) points out that although the U.S. government describes both Title XI of the Educational Amendments Act of 1972 and the Women’s Educational Equity Act (WEEA) passed in 1975 as legisla tion for equity, the laws, at best, offer equality of opportunity in terms of access and resources. “To provide equity would be to give greater support to women in order to ensure that they ultimately reach a condition of equality with men” (p. 55). Odden (1995) agrees: “Despite our rhetoric about equal outcomes, our equity orientation has been one primarily of access” (p. 12). Thus, when Charol Shakeshaft poses the question: “Are women repre sented in administration in equal proportions to their representation in teach ing?” she is not referring to any extra efforts that have been made on behalf of women to enable their entry into administration that would provide equity. She is looking simply at the numbers, unreliable as they are, to determine if there is equality of representation. The answer is no. “Females are overrepre sented in teaching and underrepresented in administration” (p. 100). Beyond
Urban Education | 2000
Ernestine K. Enomoto; Mary E. Gardiner; Margaret Grogan
This article describes the ways in which mentoring provides the means for women of color to gain entry and access into educational administration. Briefly, the authors sketch the mentoring relationships of their respondents of color and explore how issues of race and gender might have affected careers in educational administration and how mentoring aided in negotiating their way within Whitemale-dominated organizations.
Urban Education | 2000
Margaret Grogan
This poem was composed from the interview data of a participant in a qualitative study on what it is like to be a woman superintendent. These are all her words. The author has rearranged them a little and added or deleted a preposition here and there. The author chose this method of representation to capture the superintendent’s original rhythms, images, and metaphors.
Archive | 1996
Margaret Grogan
Archive | 2010
Margaret Grogan; Charol Shakeshaft
Archive | 2005
Margaret Grogan; C. Cryss Brunner
Archive | 2007
C. Cryss Brunner; Margaret Grogan
International Journal of Leadership in Education | 2003
Whitney H. Sherman; Margaret Grogan
The School Administrator | 2005
Margaret Grogan; C. Cryss Brunner