Date Created

5-2018

Document Type

Dissertation

Department

College of Education and Behavioral Sciences, Teacher Education, Teacher Education Student Work

First Advisor

Middleton, Valerie

Abstract

Schools are a site for the reproduction and transformation of masculinities, impacting both children and adults. For principals, both gender and leadership are roles that they perform in social relation. In this case study, focused on an elementary school in the Western United States, I explored the ways constructions of gender impact a male public elementary school teacher’s leadership experience and the ways local gender norms relate to faculty perceptions of his leadership. Utilizing a methodological bricolage, I sought to examine the ways in which gender and leadership are enacted and understood through discourses such as speech, gestures, dress, or emotion. The staff and the principal generally had alternate perspectives on his gendered leadership. However, given the impact of gender stereotypes on all participants, I suggest a need for educational practitioners to evaluate the cultural perspectives reflected in their own schools, particularly with regard to the discipline of students and the career development of future administrators.

Extent

179 pages

Rights Statement

Copyright is held by the author.

Digital Origin

Born digital

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