Title
Understanding Asian American women's pathways to school leadership
Abstract
Little is known about Asian American women administrators in the public schools. The study sought to understand the pathways of Asian American women to school leadership. In-depth interviews and researcher reflective memos were the primary data sources. The participants included 15 Asian American female school administrators in two states. We found that the women's career trajectories were similar yet unique; they were manifestation of the women's intersected experiences of gender, race–ethnicity, and age, situated in particular time and place. Often than not, the women had to negotiate their leadership aspiration and advancement through raced and gendered expectations. Others' encouragement and mentoring were instrumental for the women's development of self-knowledge and demystification of the leadership process. Most women taught at least 10–15 years before entering leadership. The women of earlier generations had far less career mobility and slim, if not absent, mentoring opportunities.
Department(s)
Counseling, Leadership and Special Education
Document Type
Article
DOI
https://doi.org/10.1080/09540253.2016.1265645
Keywords
Asian American women, intersectionality, pathways, qualitative case study, school leadership
Publication Date
7-4-2018
Recommended Citation
Liang, Jia G., James Sottile, and April L. Peters. "Understanding Asian American women's pathways to school leadership." Gender and Education 30, no. 5 (2018): 623-641.
Journal Title
Gender and Education
