The new century opens with new conquests of equality for women. In previous decades have recognized the rights of them as part of human rights, to the extent that it requires non-discrimination on grounds of sex. The principle of equality at the legal level, generating significant changes in women's rights and possibilities, at least theoretical access to different social spheres.
But women do not occupy or engage the heart of power, whether economic or political and access to the highest standards of responsibility is still full of obstacles, and even forbidden to them. However, while we see this reality, we are aware that participation in these centers of power is a prerequisite for building a more full and genuine democracy. The legal equality is not real without the explicit support of policies to develop plans to ensure or facilitate women's access to different areas of power on equal opportunities.
But women do not occupy or engage the heart of power, whether economic or political and access to the highest standards of responsibility is still full of obstacles, and even forbidden to them. However, while we see this reality, we are aware that participation in these centers of power is a prerequisite for building a more full and genuine democracy. The legal equality is not real without the explicit support of policies to develop plans to ensure or facilitate women's access to different areas of power on equal opportunities.
We considered the contradiction in schools, where, on the one hand, there are a large number of teachers who perform their roles in the teaching and on the other hand, the statistics are so persistent in demonstrating that the number of women in leadership positions in schools is much lower than what would correspond in proportion to their presence in this profession.
This means that although in theory or in the law speak of equality between men and women, the education model that broadcasting the actual practice in our organizations helps develop a culture, a "ways of doing", customs and implicit practices contrary to the ideas of equal opportunities between women and men. And this is important because what that future generations of men and women learn in school, not just what they transmit, but also what they see and live in the organization and functioning of those institutions that spend at least 14 years of his life.
This means that although in theory or in the law speak of equality between men and women, the education model that broadcasting the actual practice in our organizations helps develop a culture, a "ways of doing", customs and implicit practices contrary to the ideas of equal opportunities between women and men. And this is important because what that future generations of men and women learn in school, not just what they transmit, but also what they see and live in the organization and functioning of those institutions that spend at least 14 years of his life.
The first reason historical, social and cultural that we can give this a lower proportion of women accessing managerial positions must not only about the world of education, but it is a social constant in all fields present job: social custom that becomes the norm to which all / as we are inclined to be conformed to no stress or make us notice. Access to a position of responsibility is valued in the case of men by his family and friends, there is a stimulus and initial recognition. In the case of women is not so: it is perceived as an abandonment of other responsibilities or as a "waste of time" and "getting into trouble." There is less emotional and practical support.
The second reason is associated with the former, it has to do with compatibility of family responsibilities with working life. It is curious that, for men, unlike women, training and maintenance of a family no obstacle in the exercise of professional work in a job, since they only pose a full commitment to that activity, delegating to your partner all the responsibility of home care and children.
The third barrier is the dominance in the educational world organizational cultures of 'male oriented' characterized by a clear hierarchical authority, a high degree of independence and isolation between components. In these cultures the concept of management and leadership has traditionally been tied to a hierarchical and individualistic. There is a vision that, particularly in the high school level, the director must be a man 'hard', able to maintain control and exercise authority. The belief that men should be managers suggests that there is some kind of control and authority, based on 'power on' and 'fear'.
A fourth reason has to do with the expectations we have about how they exercise leadership over men and women, assuming that men are more aligned to the model of leadership we expect from them.
The fifth reason we have called the "invisible networks" of men. Refers those subtle strategies, overlapping and in many cases, unaware that sustain the support of men to other men to move up the hierarchy of power.
And finally, among many more but not least, is the composition of the committees formed charges accreditation of educational administration and in fact are male. The fact that mostly the people who make the accreditation commissions are men, implies a starting point and biased, "men think of men for leadership."
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