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Ambiguous Empowerment: The Work Narratives of Women School Superintendents


reviewed by Charol Shakeshaft — 1996

coverTitle: Ambiguous Empowerment: The Work Narratives of Women School Superintendents
Author(s): Susan E. Chase
Publisher: University of Massachusetts Press, Amherst, MA
ISBN: 0870239503, Pages: 272, Year: 1995
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This is an important addition to the literature on women administrators and, in particular, women school administrators. While by the mid-1990s much had been written about women school administrators, there is but a handful of data-based studies published on this topic, where the majority of research lies unread in dissertations. Susan Chase, a professor of sociology at the University of Tulsa, examines the lives of women school administrators in an effort to “make sense of their contradictory experiences of power and subjection” (p. x) or, as she terms their position: ambiguous empowerment. In addition to helping us understand how women school administrators both interpret and handle their school lives, Chase expands our understanding of narrative research, nudging the reader to conceptualize narrative not just as a means to the end, but as a piece of the whole. Contending that talk is a form of social action and worthy of study,... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 97 Number 4, 1996, p. 656-658
http://www.tcrecord.org ID Number: 1435, Date Accessed: 10/19/2017 1:31:17 AM

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  • Charol Shakeshaft
    Hofstra University

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