Introduction
World institutions still face struggles in dealing with gender inequality since it was highlighted for the first time. Current efforts in mainstreaming gender issues should have a focus on different procedures and creating broad equality of gender in the culture. Bystydzienski et al. (2017) explain that when they are a few female graduate students, especially science and technical courses, they experience a lot of adverse conditions where they report low satisfaction levels and more weakening effects than the male people. The hostility of female and color faculty members should be addressed for more available promotions, and an increase in tenures as both of these issues create obstacles to success (Bystydzienski, Thomas, Howe, and Desai, 2017). The importance of deans of departments in the education facilities is to create positive climates for the department through a transformation from chilly and hostile female and color faculties.
Regardless of the number of women in any institution of education, the administration should strive to deal with the biases that emerge from inequitable representations. The deans and chairs should use their power to ensure that a positive change of culture is realized where inclusivity and diversity are considered (Bystydzienski et al., 2017). Such changes help to create supportive climates for women and several other faculties that are underrepresented. The view of the author of this article is logical as it uses supported evidence from past papers and projects from large science institutions to analyze the issue of female injustices and how they can be changed (Bystydzienski et al., 2017). The article also uses questionnaires, surveys, and interviews, making the research legitimate and consistent with information provided in the literature part. Although the change of cultures in an organization is essential, the process is problematic as it involves knowing assumptions and values that do not work and the introduction of many assumptions and concepts that will bring gender and color bias to an end.
Gender Equity in K-12 Educational Leadership
Sanchez & Thornton (2010) explain the gender issues that affect leadership in education with a significant focus on significant positions in the United States. Effective leaders of the education sector are essential in the impacting of the success of students and schools. However, females have faced discrimination in occupying significant positions with a high chance of being denied administrator positions (Sanchez & Thornton, 2010). There have been changes in the number of women in strong institutional positions where they have almost doubled over the past decade. However, the number is still surprisingly small compared to the number of men in the top positions. A lot of changes need to be realized, especially in the understanding of gender issues in the leadership of education, as it will play a significant role in incorporating more female leaders in the education section worldwide.
The view of the authors in this article is logical as they are evidence of past literature and research by educational boards. The authors are also logical in the study as they discuss the gender equity barriers and the strategies that can be adopted to break such restrictions in the leadership of education (Sanchez & Thornton, 2010). Women should not be associated with lower positions in the organization regardless of their qualifications because of the stereotypes that exist about favoring men and how men should dominate over them. Effective practices need to be placed, such as the use of mentors, family and work balance, as well as higher education to increase qualification levels for the women in leadership (Sanchez & Thornton, 2010). Recruitment, development, and retaining effective women in an organization should be the top priority of the administration in the education sector worldwide.
