Article 7: Women and Power in Schools: Kentucky Today through an Historic Lens

Are schools models of gender inequity for our youth? Schools are public entities (Clifford 1975) that reflect the inequalities of communities; inequalities in race, gender, and socioeconomic status (Bowles and Gintis 1976;,Clifford 1975; Tyack and Cuban 1995). Public schools privilege males through power in leadership positions such as the principalship (Blackmore and Kenway 1993;,Chase 1995; Clement 1980; Hall 1999; Hanson and Tyack 1981; Shakeshaft 1989). This privilege is historically ingrained in our public school structure and invisible to stakeholders (Young 2005).

This discussion of gender equity in school leadership is organized as follows: (a) a discussion of the theoretical framework, (b) a presentation of information regarding women in schools pre-Sputnik era, (c) an exploration of women in schools through periodicals and other sources published between 1957 and 1963, the Sputnik years, (d) a look at women and power in schools in Kentucky today, and (e) steps for equity in power in schools for women.