NOTES ON THEORY AND RESEARCH IN EDUCATIONAL ADMINISTRATION. THE EXECUTIVE ROLE OF WOMEN IN NEW ZEALAND EDUCATION
| Date | 01 January 1979 |
| Published date | 01 January 1979 |
| DOI | https://doi.org/10.1108/eb009811 |
| Pages | 102-105 |
| Author | MARGARET S. MALCOLM |
| Subject Matter | Education |
THE JOURNAL OF EDUCATIONAL ADMINISTRATION
VOLUME XVII, NUMBER
1
MAY, 1979
NOTES ON THEORY AND RESEARCH IN
EDUCATIONAL ADMINISTRATION
THE EXECUTIVE ROLE OF WOMEN IN NEW ZEALAND
EDUCATION
MARGARET S. MALCOLM
INTRODUCTION
In 1893 New Zealand was the first country in the world to give women the vote. The
recognition was here implicit that women had the ability to discern, assess, evaluate and, if
necessary administer in the same way as had men. In nearby Australia which followed New
Zealand very closely in this pattern of universal suffrage, "The Champion" of May, 1890,
stated:
The Women Movement aims at the emancipation of half the human race from all
artificial disabilities
—
physical, intellectual, social and political
—
whether in the form of
corsets which cramp the body or prejudices which distort the mind.
Over eighty years have passed since then and although corsets have ceased to cramp the
body, one would find it hard to argue, either in Australia or New Zealand, that there are no
prejudices left which distort the mind. Despite the fact of the full suffrage given to women so
long ago, prejudices held by both women and men against women's ability to administer and
lead are still with us. In June, 1975, it was still necessary for the Select Committee on
Women's Rights in New Zealand to highlight some of these prejudices, and the reasons for
them, when recognising that women in New Zealand are inhibited by sex role stereotypes:
Much of the responsibility for perpetuating traditional stereotypes of men and women
lies in the field of education. It follows that the education system could be used with
effect to break down these stereotypes and encourage a more enlightened view of the
roles both sexes are capable of fulfilling.
It could, however, be contended that the education system itself evidences the effects of
sex role stereotypes in its own organizational patterns. If it is to "break down these stereo-
types and encourage a more enlightened view of the roles both sexes are capable of
fulfilling" it would seem important that it examine the role of models it presents to young
New Zealanders and the attitudes it thereby inculcates in them.
METHODOLOGY
The study, therefore, that the author undertook was not intended to examine the New
Zealand education system in its breadth but to focus attention upon the role that women, do
or do not, play in educational administration. A statistical survey was made of the balance of
the sexes in all areas of education and especially in educational leadership throughout New
Zealand. It is interesting to note that, apart from isolated groups, such a nation-wide picture
MARGARET S. MALCOLM
is
Dean, Palmerston, North Teachers
College,
New Zealand.
This article is based on her M.Ed. Admin, dissertation "The Executive Role of Women in
New Zealand Educational Administration", University of New England, 1978.
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