This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Ortiz, F. I. Search for Related Content Social Bookmarking                   What's this?

The Distribution of Mexican American Women in School Organizations

University of California, Riverside

This study reports of the distribution of Mexican American women in public school organizations. It is seen that Mexican American women's ascribed characteristics are used as the basis for placing them in certain teaching and administrative positions. As teachers they are placed with predominantly Hispanic students and in areas such as Spanish, bilingual education, and physical education. In administration they are placed in special projects where they normally deal with their ethnic group. Those Mexican American women who obtain elementary principalships are located in Hispanic schools. Their careers consist of "straightening out" problem schools. In both of these cases, ascription is prominent, achievement is related to containing their ethnic group, and sponsorship is absent. There are some rare individuals who, in spite of the institutional barriers, obtain secondary school principalships and central office positions. The discriminatory practices that lead to the skewed distribution of Mexican American women are due to the heavy emphasis placed on ascribed characteristics and the absence of sponsorship.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				S. Mendez-Morse Constructing Mentors: Latina Educational Leaders' Role Models and Mentors Educational Administration Quarterly, October 1, 2004; 40(4): 561 - 590. [Abstract] [PDF]