FEMALE ADMINISTRATORS IN URBAN SETTINGS - LEGAL IMPLICATIONS FOR POLICY AND PRACTICE

Many indexes suggest the existence of the bifurcation of the education profession into teaching (female dominated) and administration (male dominated). For numerous reasons, much of the historical research in educational administration has been dominated by the male experience and perspective. It is common knowledge that women have been excluded from the administrative ranks and other positions of authority in education. What we have witnessed is an absence of women from power. Recently, however, research on women in administration, management, and leadership has received increased attention, due primarily to social changes in the past decade. For example, the number of females in the workforce has increased substantially. More women than ever before are pursuing advanced degrees, and there has been a noticeable shift of females into business rather than education. This article examines the legal, historical, and pervasive underrepresentation of women in administration, paying particular attention to women in urban settings. It also suggests changes in law, practice, and policy that may help to redress the inequity in administration in urban settings.