Women’s Careers Beyond the Classroom: Changing Roles in a Changing World
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
AbstractDrawing from our own and others' research over the past decade and a half, we present four "readings," each illuminating a different dimension of women educators' career development, particularly their movement into work beyond the classroom. The majority of the participants in our studies are women who work for change in their classrooms, schools, and district organizations, using the opportunities, vehicles, and channels available—or apparent—to them. They do this work in professional and personal contexts that are continually changing, sometimes as a result of their own choices and actions and sometimes not. While there is a growing body of literature on women's movement into, and their lives in, educational administration, we are concerned here with the broader and more varied manifestations of leadership beyond the classroom.In the four readings, we bring together several strands in the literature on women educators' lives and careers. We first lay out the taken-for-granted oppositional contrasts in the educational discourses that have tended to obscure more complex understandings of work lives and careers. Next, we explore how the particular kinds of work available to women actually encourage some to move beyond narrow conceptions of the distinctions between classroom and nonclassroom work. Third, we discuss the developmental nature of individual career paths. Fourth, we note the spatial and temporal nature of leadership work by showing how it is influenced and changed by greater economic, social, and political forces. We believe that these multiple interpretations are required to understand the range and combination of influences that propel and compel women educators to take up various forms of leadership work beyond the classroom.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.004 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it