Incorporation of a gender perspective in Puerto Rican educational leadership: Socio-psychological and educational aspects

Abstract

The purpose of this article is to study the phenomenon of educational leadership from a gender perspective. It discusses how the concept of meritocracy and the Theory of Roles has been used to justify discriminatory practices for women in leadership positions. Other concepts are the concepts of emotional intelligence and androgyny that allows to characterize each person with the best of the feminine and masculine behaviors. The definition of constructivist leadership is analyze because it allows to take the female perspective into account. The constructivist leadership is conceived as "the reciprocal processes that enable participants in an educational community to construct meanings that lead toward a common purpose about schooling" (Lambert, 1995, p.29). This definition leads to a new inclusive leadership model because everyone can be a leader in an educational community. The leadership is not restricted by formal authority and social roles. This definition represents a reconceptualization of the traditional definition of leadership by taking in consideration the female perspective.

How to cite:
De Jesús-Cancel, J. (2002). Incorporación de una perspectiva de género en el liderazgo educativo puertorriqueño: Aspectos sociosicológicos y educativos. Cuaderno de Investigación en la Educación, 17, 67-86. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16335