Faculty of Education - Research Publications

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Author: Acquaro, Daniela × End date: 2019 × Start date: 2010 × Type: Conference Paper ×

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    To lead or not to lead? Gender disparity in the leadership of boys’ schools
    Acquaro, D ; Stokes, H (Gender & Education Association, 2015)
    This paper provides an analysis of gender disparity within Australian boys’ schools revealing a disproportionate number of men and the under-representation of women in senior school leadership roles. With women accounting for the vast majority of teachers worldwide and significant increases in women entering the teaching profession over the last two decades, they continue to be underrepresented in senior management roles in secondary schools (Yong-Lyun and Brunner, 2009). The pursuit of leadership in boys’ schools is more complex for women, with senior roles often beyond their reach. This marginalisation has left capable, enthusiastic female educators disenchanted, frustrated and resentful of a profession that sees them managing ‘soft’ roles, and making space for male counterparts who take up the top jobs. This paper draws on findings from semi-structured interviews with thirty-six female teachers across six boys’ schools. Drawing on feminist perspectives of leadership (Sinclair, 2014; Blackmore, 1999), this paper analyses teachers’ perceptions of factors that block them and lead to male domination within school leadership. Results show that career advancement in boys’ schools is not self-determined with sex discrimination and a lack of support or mentoring, diminishing female teacher’s aspirations for the top jobs. This research provides an important insight into the continuing yet under-researched operations of patriarchy within the feminized field of teaching. It challenges sex-role stereotyping and a deficit perspective of women in presenting boys with a fairer representation of gender within boys’ schools.
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    The opportunities and challenges of a shared discourse,
    Acquaro, D (AARE, 2012)
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    Towards cultural reform; exploring a shared discourse in pre-service teacher education.
    Acquaro, D ; McLean Davies, L ; Reid, C ; Tyler, D (ECER, 2013)
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    Teaching Academies of Professional Practice.
    Acquaro, D ; Anderson, M ; Smyth, K (AARE, 2016)
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    Female Teacher Identities and Leadership Aspirations in Neoliberal Times
    Acquaro, D ; Stokes, H (ICSEI, 2018)
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    Exploring urban university pre-service teacher motivations and barriers to teaching in rural schools
    Cuervo, H ; Acquaro, D (American Educational Research Association, 2017)
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    Creating Flexible Teachers
    Acquaro, D ; DUGGAN, S (American Educational Research Association, 2017)
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    Looking beyond mainstream education: the need to prepare teachers for alternative settings.
    Acquaro, D ; Duggan, S (European Educational Research Association (EERA), 2018)
    The rapid expansion of senior secondary participation over the last three decades on a global scale has led to a proliferation of literature interrogating young people's progression through, and transition from secondary education to further study and work. In Australia, successive policy reforms aimed at young people from disadvantaged backgrounds have led to a proliferation of Flexible Learning Programs (FLPs) designed to provide crucial support for young people from at risk, disadvantaged, or marginalized backgrounds. A recent report (te Riele 2014) found over 900 such programs operate across Australia, servicing the diverse needs of some 70,000 young people annually. These programs operate in a variety of formal and informal settings, often requiring context specific specialized educational practices to support the individual learning needs of their students. Significantly, the report identified the quality and expertise of the teachers working alongside a network of social and health practitioners as at the heart of their success in providing timely interventions for young people enrolled in FLPs (te Riele 2014). This approach has also found considerable support in the UK (Gutherson, et al. 2011), and across the EU more generally (UNESCO, 2015).