Disruptive Women is your guide to changing the status quo in the education system. Drawing from rich, varied perspectives from across the global WomenEd community it offers guidance, solidarity and real-life examples of how to make change happen in four vital areas: Increasing the representation of women in educational leadership Breaking down barriers that exclude diverse women from leadership roles Disrupting the gender pay gap for women leaders Championing flexible working for more equitable working cultures This is unmissable reading for anyone working in schools, universities and other educational organisations who recognises the need to disrupt, innovate and to change education to be more inclusive, equitable and diverse.

Your take-action guide to gender equity First, just to be clear: Leading While Female is not a book about how to get a leadership job. Nor is it about fixing or transforming women into male managers or mindsets. Instead, Arriaga, Stanley, and Lindsey’s bigger ambition is to help both women and men educational leaders confront and close the gender equity gap—a gap that currently denies highly qualified women and women of color opportunities to better serve our millions of public school students. Designed as both a personal and group discussion guide for taking action, Leading While Female draws on the research of feminism, intersectionality, educational leadership, and Cultural Proficiency to help us all: Better understand the impact of faux narratives that foster lack of confidence among girls and women Utilize the Tools of Cultural Proficiency to examine barriers to overcome and support functions to locate for your own career planning Learn from the stories of women leaders who have confronted and overcome barriers to career development, including women of color who were targets of implicit bias Explore and expand the roles and opportunities for our male colleagues to serve as allies, advocates, and mentors. If we look at the data, we can safely say women are doing the work of classroom teaching while disproportionately, men are making administrative and leadership decisions. Here at last is a resource for the breaking down the barriers and leading the way for future generations of women leaders.

The idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration from veteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing to write and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the "formal" inquiry into women's lives as leaders back in the 1980s) without being able to push forward with "new" information or ideas for change. In essence, the concerns and questions that were posed from some veteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?; and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered with their own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership that were highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn't happened? The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we are today (and reports the status of girls who are positioned to continue the "good fight" that began many years ago) and that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities and knowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing for change through policy, advocacy, and activism. The final chapter presents themes that emerged from the individual chapters and sets forth an agenda to move forward with the study of women in leadership.

Women are typically not well represented in STEM fields. These same women experience difficulties in advocacy and leadership, as well as hiring and promotion. Women of color, regardless of discipline, face this narrative daily and often throughout their entire careers. Women's Influence on Inclusion, Equity, and Diversity in STEM Fields seeks to critically examine the strategies that women across class and cultural groups use and the struggles they face in order to become successful in professional fields that include business, politics, science, technology, engineering, and mathematics. While highlighting topics that include higher education, workplace perceptions, and information literacy, this publication is ideal for public administrators, human resources professionals, sociologists, academicians, researchers, and students interested in gender studies, public administration, the biological sciences, psychology, computer science, and the STEM fields.

Through the real-life stories of women leaders in education, drawn from across the #WomenEd community, this book offers guidance and inspiration on how to rise above challenging situations and find personal and professional growth. It′s time to: -Tackle imposter syndrome -Know your worth -Ask for what you need -Call out unacceptable behavior -Put yourself first when necessary -Raise your voice until it′s heard It′s time to own your journey and your story - it′s time to become 10% braver.

This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers.