Double Binds, Glass Cliffs, & Concrete Walls:Exploring Women’s Experiences in Educational Leadership




This course challenges collective assumptions regarding the construction of “effective” leadership in education and who is considered to be an effective leader and why. Specifically, we take a critical perspective to consider how and in what ways, such concepts may be built on gendered and racialized notions of leadership. Our work together will be guided by questions like: Why are women, who still represent the large majority of teachers, disproportionally underrepresented in educational leadership? Why are women principals and superintendents often placed in the most under resourced and under performing schools and districts? How does race and racial prejudice intersect with gender bias to impact BIPOC women’s success and longevity in these roles? What can individuals, schools, school systems and educational policies more broadly do to challenge gender and gendered racism in educational leadership? Together, utilizing case studies, lectures, readings, popular and social media resources (#Blackintheivory #WomenED, HBR’s podcast Women at Work, etc.), course discussions and critical reflections, we will explore a variety of theoretical frameworks and perspectives to help us consider and analyze how gender and racial discrimination is manifest and acted upon in the field of educational leadership (and elsewhere). We will apply these frameworks to the everyday experiences of women leaders in the field, including, when applicable, the experiences of those within our learning community. We also investigate how we might individually and collectively interrupt these discriminatory narratives, practices, and systems to make the field more equitable and just.


Additional Information

Faculty: Jennie Weiner
Semester: Fall 2
Time: Thurs, 6:00 - 8:00 p.m. ET