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Journal of Texas School Women Executives, Volume II, Issue 1 2013 increased competition changes and improves markets. Increasing the number of women into the school leadership market can have the same positive effect. Upon reflection, the fact that women leaders must face these challenges of cultural acceptance when they enter into nontraditional roles is not surprising since men face the same issues when they undertake roles that are not traditionally male. This inherent need to order the world into convenient roles and labels dictates the traditions that cultures embrace. Those who step out of the cultural leadership boundaries must be resilient individuals in order to be successful in their quest. Through gendered lens of a woman in educational leadership, I understand the challenges before any woman who is a school leader or who aspires to become one. Rebecca’s story is in many ways our story. Conclusion Despite progressive goals for equity and equality related to social justice, cultural expectations continue to cause resistance to accepting women in leadership. This creates an inherent unfairness to women leaders who must address the characteristics of difficult jobs with gender expectations in opposition to their administrative roles. These problems discourage women from becoming educational leaders, which limits competition and quality. The level of quality among women principals becomes clear to anyone who has worked around them. The male perspective mentioned that many employees, women included, emphasized their desire to have a man as a principal. This situation happens despite many women being the best candidate available. The unfairness to the perception of a man being the best option is clear, but if this has an impact on hiring, limits the quality of employees. Educational leadership quality may already be impacted by cultural expectations based upon gender. A girl raised to believe that leadership roles are inappropriate will likely avoid educational administration in future decisions. This self-elimination based on cultural expectations will have an adverse effect to the fundamental purpose of schools: student achievement. In this way our progressive American educational culture is no different than the culture in a developing country. Women are often required to not only be the best educational leader but must address unfounded beliefs of employees and community members. However, resilient women continue to overcome the challenges and thrive in leadership roles.


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JTWSE—Volume 2  

JTWSE—Volume 2  

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