Pursuing her initial vice-principalship: a narrative inquiry
| dc.contributor.author | Melvin, Kim | |
| dc.contributor.examiningcommittee | External/ Janzen, Melanie (Curriculum, Teaching and Learning) | en_US |
| dc.contributor.examiningcommittee | Mizzi, Robert (Educational Administration, Foundations and Psychology) | en_US |
| dc.contributor.examiningcommittee | Janzen, Melanie (Curriculum, Teaching and Learning) | en_US |
| dc.contributor.supervisor | Cranston, Jerome (Educational Administration, Foundations and Psychology) | en_US |
| dc.date.accessioned | 2019-09-11T15:21:08Z | |
| dc.date.available | 2019-09-11T15:21:08Z | |
| dc.date.issued | 2019-08 | en_US |
| dc.date.submitted | 2019-08-28T17:59:50Z | en |
| dc.date.submitted | 2019-09-11T03:41:34Z | en |
| dc.degree.discipline | Educational Administration, Foundations and Psychology | en_US |
| dc.degree.level | Master of Education (M.Ed.) | en_US |
| dc.description.abstract | The attainment of my initial vice-principalship position was a challenge and, as a result, I was curious if other women’s experiences were similar to mine. The aim of this research study was to examine women’s experiences pursuing their initial vice-principalships. In developing the aim of this research, two themes emerged in a literature review; career paths of women in educational leadership and mentorship in education. These themes described barriers and/or supports for women’s entry into vice-principalship positions. I used a narrative inquiry methodology to co-create and re-story six urban women vice-principals and principals’ retelling of their lived experiences. I found barriers and/or supports for women’s entry into vice-principalship positions described in the literature continued to exist. Although the participants’ experiences of attaining a vice-principalship ranged from 16 years ago to as recent as 5 years ago, their experiences were similar and demonstrated social reproduction of hegemonic androcentric beliefs. I realized although some of my experiences were dissimilar to the participants’ experiences, my experiences were also framed by hegemonic androcentric beliefs and I unconsciously accepted them to be true. In examining these lived experiences, the field of educational administration can better prepare for removing barriers and/ or providing support for women to pursue their initial vice-principalship position. | en_US |
| dc.description.note | October 2019 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/34207 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Vice-principal | en_US |
| dc.subject | Career path | en_US |
| dc.subject | Mentorship | en_US |
| dc.subject | Educational administration | en_US |
| dc.subject | Leadership | en_US |
| dc.subject | Women | en_US |
| dc.subject | Urban | en_US |
| dc.title | Pursuing her initial vice-principalship: a narrative inquiry | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |