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The descriptive statistics generated were used to support several of the positions of the authors. Unfortunately, they did not provide statistical tests, which would determine whether the observed frequencies for a particular category were significant. Despite this concern, the researchers demonstrated that the mean findings for the duration of time spent before applying for an administrative position was comparable to that in found in other research.
The study contained several weaknesses that limit the generalizability and external validity of the findings. Firstly, the data are limited to a single state and the sample contained mostly White middle class women. The work cannot be easily related to other class, ethnic groups, or states. Additionally, the researchers point out that none of the women in their study entered teaching thinking that they would go into administration. The presentation of the finding without modification as that adds to the integrity of the research report. However, because of the nature of the finding, it may...
It is possible that the women, who enter desiring to be administrators, will be different in key characteristics from the sample used.
The strength of the work appears to be the description and exploration of several factors, which act in combination to limit that progress of women. While these factors are not new, the integration of gender concepts into the study provides a vista into the personalized world of women administrators that is fresh. The findings of the study lend to the development of policies that can complement attempts to catalyze the movement of women into administration. The study advanced the boundaries of the discipline, and is fertile soil for future research.
References
Young, M.D., & McLeod, S. (2001) Flukes, opportunities, and planned interventions: Factors
affecting women's decisions to become School Administrators. Educational Administration Quarterly, 37, 462-303. doi: 10.1177/0013161X01374003
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