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Coloring Outside the Lines: Mentoring Women into School Leadership


reviewed by Mary Ann Maslak - 2002

coverTitle: Coloring Outside the Lines: Mentoring Women into School Leadership
Author(s): Mary E. Gardiner, Ernestine Enomoto, and Margaret Grogan
Publisher: State University of New York Press, Albany
ISBN: 0791445828 , Pages: 249 , Year: 2000
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The field of education formulates, studies, and grapples with concepts and strategies aimed at advancing understanding of the interactions of the multifarious elements in the educational setting. In particular, the effort to reveal and unravel the complex interaction between individuals' views of relationships on the one hand, and the structural institutions that define them on the other, has by turns generated and subscribed to a host of theories and tenets, among which is feminist thought. Feminist theory provides a fresh perspective and fills a glaring gap in the educational administration literature, which has heretofore under-estimated the significance of the poststructuralist approach as a useful way in which we may examine and analyze those critical and crucial interactions (and the operative elements therein) in educational administration. The book under review here, Coloring Outside the Lines: Mentoring Women into School Leadership, represents an important step toward conjoining feminist theoretical analyses with educational administrative practice by examining feminist poststructural thought as it relates to the concept of mentoring women into school leadership... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 104 Number 1, 2002, p. 3-6
https://www.tcrecord.org ID Number: 10751, Date Accessed: 10/22/2020 10:26:31 PM

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About the Author
  • Mary Maslak
    St. John's University
    E-mail Author
    Mary Ann Maslak holds a Ph.D. in Comparative and International Education from Penn State University. Her research focuses on comparative and international educational development, with a particular emphasis on girls’ and women’s education in South Asia. Currently, she is engaged in a book-length study on Nepal’s educational policy and practice as they relate to girls.
 
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