Browsing by Author "Schmuck, Patricia A."

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    OSSC Bulletin: Sex Equity in Educational Leadership in Oregon Public Schools
    (1979-11) Schmuck, Patricia A.
    In 1976 an OSSC Bulletin described how the work of women and men was segregated in Oregon public schools (Schmuck, 1976a). It was pointed out that sex segregation was most apparent in educational leadership. Although women comprised 56 percent of certified educators, 94 percent of principals and 99.8 percent of the superintendents were male. The 1976 OSSC publication coincided with the beginning of the Sex Equity in Educational Leadership Project (SEEL) funded by the Office of Education to change those processes which deter women's entrance and advancement in educational administration in Oregon. The SEEL project ended in August, 1979. This Bulletin describes the changes which have occurred in the past three years. Some progress has been made toward achieving an equitable representation of women in the predominately male role of administration. Sex equity, however, remains a challenge of the future.
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    Public Prejudice Against Women School Administrators: Fact or Fiction?
    (University of Oregon, 1977) Stockard, Jean; Hart, Janet; Schmuck, Patricia A.
    While a majority of the professionals in education are women, the various occupational areas within education are sharply segregated by sex. Two thirds of all teachers in the United States are women, yet only 19.6% of the elementary school principals, 1.4% of the secondary school principals, and 0.1% of the superintendents in the country are women (Fischel and Pottker, 1974:6). This sex differential has persisted at least since the late nineteenth century (Tyack, 1974:61). One possible reason for this discrepant sex ratio is that the general public does not support women being school administrators. This paper explores that possibility by reviewing the results of earlier studies and reporting the results of a survey of adults in a western state in 1977.
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    The Selection of a School Administrator - The Screening Process Involved. A Report.
    (1977-08) Boyington, Elizabeth; Schmuck, Patricia A.; Stockard, Jean
    The Center for Educational Policy and Management is a national center located on the campus of the University of Oregon and is vitally concerned with major issues confronting the educational world today. The placement of individuals in jobs in the field is of prime importance and deserves significant attention. Thus the center has a keen interest in decision making and the placement of people in different kinds of employment in education. Recent literature and research has already provided a wealth of information on leadership styles of educators, career paths of school officials, and various patterns of vacancies with the subsequent filling of these positions. However, there is virtually no research that has looked at how school districts make decisions relating to personnel or how they determine who is the best person for the job. The purposes of this study were three-fold. The first purpose was to document the process used in decision-making in the recruitment, screening and the selection of a high level administrative position in a large school district. The second was to structure a framework for decision making to provide a model for the selection of the right candidate to meet the job criteria. The third consideration was to interpret and to relate how the selection and recommendation committee deals with the mandate concerning Affirmative Action.
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    Sex Equity in Educational Leadership Conference Report
    (University of Oregon, 1977-04) Schmuck, Patricia A.; Stockard, Jean; Arends, Jane; Smith, Mary Ann; Kalvelage, Joan; Oller, Sakre; Williams, Peg; Hart, Janet; Starling, Carole; Kempner, Ken; Pougiales, Rita; Gubka, Nancy
    On the weekend of April 15, 16, and 17, 1977, 150 educators from around the state of Oregon met on the University of Oregon campus in Eugene to attend the Sex Equity in Educational Leadership Conference. The conference was one activity of the Sex Equity in Educational Leadership Project (SEEL), funded by the Women's Educational Equity Act of the Office of Education, to develop a model program for increasing sex equity among school administrators. The Project has been in existence since Fall, 1976, and has sponsored a number of activities aimed at increasing awareness of the inequities in school management positions held by men and women and at developing support for changing this situation. This report is designed to be used by people who attended the conference, by others who might be interested in the conference activities, and by people who may be planning a similar conference. Reports of the conference content and an evaluation of the conference activities are included. The first four chapters are reports of the conference activities, the fifth chapter is an evaluation of the conference; various documents and supporting materials are in Chapter 6.
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    Sex Equity in Educational Leadership: An Analysis of a Planned Social Change Project
    (University of Oregon, 82) Stockard, Jean; Edson, Sakre; Gubka, Nancy; Kalvelage, Joan; Kempner, Ken; Pougiales, Rita; Schmuck, Patricia A.; Smith, Mary Ann; Starling, Carole; Williams, Peg; Wyant, Spencer; Center for Educational Policy and Management, University of Oregon
    The Sex Equity in Educational Leadership (SEEL) project was designed to develop a model for achieving sex equity in school administration in Oregon that could then be adopted by other states. This volume is one of three final documents produced by the SEEL project. The first chapter, describing the project as it was originally conceived, is followed by a discussion of the project site, funding agency, special skills and interaction of staff members, and the changes that occurred over the years in the activities proposed to implement change. Chapters 3 to 5 examine in detail the various change attempts and assess their effectiveness.These include efforts to raise individuals' awareness of sex inequities in education and to encourage individual women to aspire to administrative careers;activities designed to alter the organizational practices and procedures that have helped maintain the sex imbalance in administration; and attempts to deal with the hiring process. The last two chapters explore the legacy left by SEEL for possible future change and develop recommendations for others. The appendix contains the raw data and complete results of analyses of quantitative comparisons of the sex ratio on administrative jobs, in administrative training programs, and in 'state and national convention programs.
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    Sex Equity in Educational Leadership: The Oregon Story
    (University of Oregon, 1983) Schmuck, Patricia A.; Gubka, Nancy; Kalvelage, Joan; Kempner, Ken; Edson, Sakre; Pougiales, Rita; Smith, Mary Ann; Stockard, Jean; Starling, Carole; Williams, Peg; Wyant, Spencer
    We have some short-term evidence of success of the SEEL Project in Oregon. There are more women administrators and more women preparing to become administrators in 1979 than there were in 1976. We have helped to change some people's attitudes and expectations regarding women in administration and we have helped to change aspects of a few organizations to make hiring more equitable. We also tried to build a legacy for change so that Oregon will continue reform efforts upon completion of the SEEL Project. Although we report evidence of the SEEL Project's successes and failures in three years, its ultimate effectiveness in achieving equity can only be measured in the future.
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    Women Getting Together and Getting Ahead: Sex Equity in Educational Leadership
    (University of Oregon, 1983) Smith, Mary Ann; Kalvelage, Joan; Schmuck, Patricia A.; Gubka, Nancy; Kempner, Ken; Edson, Sakre; Pougiales, Rita; Stockard, Jean; Starling, Carole; Williams, Peg; Wyant, Spencer; Center for Educational Policy and Management, University of Oregon
    As the staff of the Sex Equity in Educational Leadership Project (SEEL), we are pleased to share some results of our efforts to increase the number of women administrators in Oregon's public schools. Sine our work began in 1976, there has been an increase in the number of women in administrative positions, in graduate programs of educational administration, in certification programs, and in applications for administrative positions. Although we believe we can claim some responsibility for the change, we are of course, part of a larger social movement that is changing many institutions.