Susan E. Chase - Ambiguous empowerment: the work narratives of women school superintendents
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Ambiguous Empowerment : The Work Narratives of Women School Superintendents
author
:
Chase, Susan E.
publisher
:
University of Massachusetts Press
isbn10 | asin
:
087023949X
print isbn13
:
9780870239496
ebook isbn13
:
9780585260365
language
:
English
subject
Women school administrators--United States--Social conditions, Women school administrators--United States--Attitudes, Sex discrimination in education--United States, Women school administrators--United States--Interviews.
publication date
:
1995
lcc
:
LB2831.82.C43 1995eb
ddc
:
371.2/0082
subject
:
Women school administrators--United States--Social conditions, Women school administrators--United States--Attitudes, Sex discrimination in education--United States, Women school administrators--United States--Interviews.
Page iii
Ambiguous Empowerment
The Work Narratives of Women School Superintendents
Susan E. Chase
Page iv
Copyright 1995 by The University of Massachusetts Press All rights reserved Printed in the United States of America LC94-16897 ISBN 0-87023-949-X (cloth); 950-3 (pbk.) Designed by Kristina Kachele Set in Aldus with Folio Bold Condensed display Printed and bound by Braun-Brumfield, Inc.
Library of Congress Cataloging-in-Publication Data Chase, Susan E., 1954 Ambiguous empowerment: the work narratives of women school superintendents / Susan E. Chase. p. cm. Includes bibliographical references (p. ) and index. ISBN o-87023-949-X (alk. paper).ISBN 0-87023-950-3 (pkb.:alk. paper)
1. Women school administratorsUnited StatesSocial conditions
Interviews. 2. Women school administratorsUnited States
AttitudesInterviews. 3. Sex discrimination in educationUnited
StatesInterviews. 1. Title.
LB2831.82.C43 1994
371.2'0082dc20 94-16897
CIP
British Library Cataloguing in Publication data are available.
Page v
In memory of Adelia Chase and Marie Olaussen
Page vii
CONTENTS
Preface
ix
Part One Cultural and Discursive Contexts
Chapter 1 American Culture, Professional Work, and Inequality
3
Chapter 2 Settled and Unsettled Discursive Realms
38
Part Two Narrative Strategies
Chapter 3 Highlighting Competence and Excluding Subjection:
Ana Martinez
65
Chapter 4 Letting Ambition Go and Reconsidering Discrimination:
Denise Nelson
94
Chapter 5 Uncovering Layers of Vulnerability and Strength:
Margaret Parker
120
Page viii
Chapter 6 Using Professional Power to Overcome Subjection:
Karen Rhodes
146
Part Three The Larger Story
Chapter 7 Individual Solutions to the Collective Problem of Inequality
177
Appendix The Research Project
217
Notes
225
Index
265
Page ix
PREFACE
This book studies the work narratives of one group of successful professional women in the contemporary United States: women who lead the nation's public schools. I focus on their stories about professional power and achievement on the one hand, and their stories about discrimination encountered in a white- and male-dominated profession on the other. I heard these stories during interviews that Colleen Bell and I conducted with women superintendents of various racial and ethnic backgrounds in rural, small-town, and urban districts across the country.
Readers who have listened to any group of professional women talk about their work experiences will likely find these stories familiar. Like other successful women who work in male- and white- dominated professions, women superintendents
Page x
have much to say about the way they managed to get into such positions despite the anomaly of their gender or race, how they developed confidence in their competence and authority, and what they have accomplished by exercising their professional power. They also talk about various forms of gender and race inequality that structure the profession and how they respond to discriminatory treatment.
Women superintendents' stories are compelling and moving, but they do not reveal new and unusual forms of power or discrimination. Indeed, it is their familiar character that interests me. In this book, I study these familiar stories in order to understand how professional women make sense of their contradictory experiences of power and subjectiontheir ambiguous empowermentin the context of contemporary American culture. This means that I do not simply report women superintendents' stories or present them as if their meanings were self-evident. In my view, neither these nor any other narratives "speak for themselves," as some social scientists assert they do. Rather, I support the idea that
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