Coloring Outside the Lines: Mentoring Women into School Leadership » (1st Edition)

is here as well as the myth of Psyche and Eros. In a feminist poststructuralist analysis of mentorship from the perspective of white and minority women historically marginalized in educational leadership, the authors interviewed K-12 school administrators in such relationships (51 female mentors/protegees, four male mentors) in Virginia, Maryland, and Washington state. While redefining the traditional boundaries of power and authority behind mentoring, they do not advocate overthrowing the process. The volume appends a description of the mentoring pairs, the consent form, and interview guides. Gardiner teaches in the College of Education at Washington State U. Annotation c. Book News, Inc., Portland, OR

Library Journal

Mentoring women into school leadership has become a popular idea over the last decade. Although there are books on the subject, few, if any, deal specifically with mentoring women in public education. This trio of authors (from three different colleges of education) wants to persuade more women to seek leadership positions in public schools, where administrative positions are currently around 90 percent male. Ironically, superintendents generally rise from the ranks of teachers, 70 percent of whom are female. The authors argue that this under-representation can be connected to the lack of mentoring of women. In this study, they interview 55 mentors and their female prot g s at the level of assistant principal or higher within a K-12 grade range. The authors describe how the various mentoring pairs worked together for at least one year and discuss how successful the mentoring was. While no single "right way" of mentoring was discovered, the practice of mentoring was found to be a key factor in women gaining leadership positions. Suitable primarily for academic libraries and public libraries with large education collections.--Terry Christner, Hutchinson P.L., KS Copyright 2000 Cahners Business Information.\