NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: ED671806
Record Type: Non-Journal
Publication Date: 2025
Pages: 478
Abstractor: As Provided
ISBN: 979-8-3693-8881-5
ISSN: N/A
EISSN: N/A
Available Date: 0000-00-00
Cultivating Inclusive Educational Leadership Ecosystems: Women Trailblazers and the Path Forward
Midya Yousefi, Editor; Ali Sorayyaei Azar, Editor; Cary Anderson, Editor; Sancha Gray, Editor
IGI Global
In the ever-evolving landscape of academia, women are increasingly taking center stage, reshaping the leadership narrative in higher education and K-12 institutions. The early female scholars and educators played a pivotal role in advancing women's education as they fought for equality resulting in an increasing number of women in administrative roles, such as university presidents, deans, and department heads. They have faced ongoing challenges such as gender bias, the glass ceiling, and work-life balance issues. Institutions can foster greater gender equality and empowerment through strategic initiatives and policies. "Cultivating Inclusive Educational Leadership Ecosystems: Women Trailblazers and the Path Forward" delves into women's dynamic and transformative role in shaping higher education. This comprehensive work provides actionable strategies for fostering gender equality in educational leadership. Covering topics such as mentorship, glass ceiling, and state takeovers, this book is an excellent resource for educators, educational leaders, school administrators, policymakers, professionals, researchers, scholars, academicians, and more.
IGI Global. 701 East Chocolate Avenue Suite 200, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; e-mail: cust@igi-global.com; Web site: http://www.igi-global.com/
Publication Type: Books; Collected Works - General
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: Administrators; Researchers; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A