3.3 Equality, diversity and inclusion in educational leadership
A number of points arise around barriers for women including experience of sexism, discrimination, stereotyping (Billing, 2011), and the extent to which women’s work-life balance might be more deeply affected (Barrett and Barrett, 2011). Most teachers in UK schools are female but most heads of secondary schools are male and the proportion of male heads in primary schools is large in comparison with the overall number of women in primary teaching (Coleman, 2005; Fuller, 2013). However, the proportion of female headteachers and deputies is growing[2].
Homosociality leads to the exclusion of women and those from minorities from senior posts in education in a number of ways (Blackmore et al., 2006; Devine et al., 2011; Grummell et al., 2009b; Lumby with Coleman, 2007). Whilst stereotypical male styles are perceived to be preferred by governing bodies and appointment panels, stereotypical female styles are increasingly seen by researchers as preferable (Grogan and Shakeshaft, 2011). One view within the general leadership literature identifies women as practising a different, and better, form of leadership from men with a distinctive emphasis on people management and collegiality (Binns and Kerfoot, 2011; Griffiths, 2009; Grogan and Shakeshaft, 2011; Helgsen, 1990; Rosenner, 1990).
Possible actions to address problems suggested by research and reports include:
- enacting legislation at national level,
- devising and implementing institutional policy in schools, colleges and universities which recognises difference and challenges inequality,
- improving the practice of leadership and management and the institutional culture,
- developing leadership development programmes and opportunities including mentoring and role models,
- considering other disadvantaged groups and groupings.
(see Ali, 2008; Beddington, 2009, 2012; Bush et al., 2005; Coate et al., 2014; Coleman, 2005; McKenley and Gordon, 2002; O’Dwyer and Thorpe, 2013; Thorpe and Bennett-Powell, 2014).