LEADER 03879nam 22005294a 450 001 9910971712603321 005 20251116142150.0 010 $a0-7914-9256-7 010 $a0-585-27368-5 035 $a(CKB)111004366817922 035 $a(MiAaPQ)EBC3406957 035 $a(BIP)76147422 035 $a(BIP)5985590 035 $a(EXLCZ)99111004366817922 100 $a19990929d2000 ub 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aColoring outside the lines $ementoring women into school leadership /$fMary E. Gardiner, Ernestine Enomoto, and Margaret Grogan 205 $aFirst edition. 210 $aAlbany $cState University of New York Press$dc2000 215 $a1 online resource (196 pages) 225 1 $aSUNY series in women in education 311 08$a0-7914-4582-8 320 $aIncludes bibliographical references (p. 233-242) and index. 327 $aIntro -- Contents -- Acknowledgments -- 1. Introduction to the Study -- 2. Feminist Research -- 3. Quality Mentoring Relationships for Women -- 4. Specific School Leadership Experiences -- 5. Women's Conflicts with Leadership-Washington -- 6. Mentoring for Women As Relationships of Care-Virginia -- 7. Cultivating Feminist Leadership through Mentoring-Maryland -- 8. Mentoring Relationships for Women of Color -- 9. Mentoring As a Transforming Activity -- Appendix A: Description of Mentoring Pairs -- Appendix B: Consent Form -- Appendix C: Interview Guides -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- Y -- W -- Z. 330 $aPresents new practices and ideas for mentoring women for school leadership positions. Coloring outside the Lines critically looks at mentoring from the perspective of women who have been historically marginalized in school leadership, and grounds itself in a variety of experiences, including those of women school leaders of color. Using a feminist poststructuralist framework, the authors deconstruct the mentoring of women within the culture of K-12 public school administration in which they work. Providing arguments that mentoring has been and can be discriminatory, the authors explore it as a vehicle for transformation and change in education leadership rather than abandoning it completely. Mary E. Gardiner Professor of Educational Leadership an the University of Idaho at Boise. She is the author of Parent-School Collaboration: Feminist Organizational Structures and School Leadership , also published by SUNY Press and School Cultures: Universes of Meaning in Private Schools . Ernestine Enomoto is Professor of Education at the University of Hawaii at Manoa. Margaret Grogan is Dean of the School of Educational Studies at Claremont Graduate University. She is the author of Voices of Women Aspiring to the Superintendency and coeditor (with Daniel L. Duke, Pamela D. Tucker, and Walter F. Heinecke) of Educational Leadership in an Age of Accountability: The Virginia Experience , both also published by SUNY Press. 410 0$aSUNY series in women in education. 606 $aWomen school administrators$zUnited States$vInterviews 606 $aFeminism and education$zUnited States$vCase studies 606 $aMentoring in education$zUnited States$vCase studies 615 0$aWomen school administrators 615 0$aFeminism and education 615 0$aMentoring in education 676 $a371.2/0082 700 $aGardiner$b Mary E.$f1953-$01871280 701 $aEnomoto$b Ernestine$f1949-$01871281 701 $aGrogan$b Margaret$f1952-$01159613 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971712603321 996 $aColoring outside the lines$94480029 997 $aUNINA