Female Special Education Directors: Doubly Marginalized.
Overview & Synopsis
A qualitative study of five Texas female special education directors found that although participants achieved an administrative position, they were marginalized due to their leadership style, gender discrimination, and socialization. Participants also indicated a negative connection between being in special education administration and top-level advancement in school districts. (Contains references.) (CR)
Indexed from repository: ERIC (Education Resources)
(
eric.ed.gov)
Document Information
| Document Title | Female Special Education Directors: Doubly Marginalized. |
|---|---|
| Author / Organization | Keefe, Charlotte Hendrick, Parmley, Pamela |
| Subject & Discipline | Administrator Attitudes, Disabilities, Elementary Secondary Education |
| Categories | Education & Pedagogy |
| Publication Year | 2003 |
| License / Rights | Public Domain / Open Access Educational Resource |
| Resource Verification | Listed PDF (Verification Pending) |
| Original Host Website |
ERIC (Education Resources)
(eric.ed.gov)
|
| File Format | application/pdf (Portable Document Format) |
| Language | EN |
| Catalog ID | DOC-198199 |
| Original Source Link | Visit Source Page on eric.ed.gov » |