The role of patriarchy and gender in elementary school women teachers' experiences with power
Bibliographic record
Abstract
This study interviewed 25 elementary women school teachers in Ontario in relation to issues of patriarchy, leadership and gender. Using the lens of critical theory and qualitative research methods, it explored and problematized power in elementary schools. It focused on the integrated ways in which patriarchy, capitalism, neoliberalism and neoconservatism interact to influence gender, race, class and religion in ways that disempower women in elementary schools. It examined the multiple, complex and paradoxical forces that work in these women's lives who are a significantly undervalued professional group in society. Key findings reflected in this research are: the continuing persistence of patriarchy in both the professional and personal lives of elementary school women teachers, its powerful role in socializing male and female leaders, the lack of relationship of gender to leaders' use of power, the complementary socializing power of bureaucracies within patriarchy, the preference of women teachers to work for male leaders, the pervasive and subtle nature of resistance, the impact of patriarchy on participants' feelings of empowerment/disempowerment, autonomy and job satisfaction and the desire of participants for adult, respectful, autonomous professional relationships and democratic forms of leadership. This research proposes a new model of leadership called 'peoplship' which fully enfranchises democratic practice in organizations and iindicates the need for a critical reexamination and reform of the leadership models and structures that currently govern education and society.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.021 | 0.023 |
| Scholarly communication | 0.007 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".