id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
awl-285	Bailey, Dr. Lucy E.	˜So Pleasant to be a School Maam': The Civil War as an Educational Force for Women	2017-06-02	Advancing Women in Leadership Journal; Vol. 29 (2009)	Education Leadership Research Center, Texas A&M University	eng	10.21423/awlj-v29.a285	https://awl-ojs-tamu.tdl.org/awl/article/download/285/254	Scrutinizing the documentary traces of women's lives reveals the significant variability in what constitutes women's leadership and advancement historically. During war time, even the act of writing a letter offered women opportunities to advance their learning. This paper draws from a collection of over 150 letters Northern women wrote during the American Civil War to consider aspects of women's educational experiences during this devastating national conflict that spanned four bloody years and involved millions of Americans (Bailey, 2008; Rhoades & Bailey, 2009). Women's historians have explored how the war shaped women's social roles, gendered consciousness, and political organizing, yet its educational implications remain an under-theorized aspect of the war's complicated legacy worth exploring further. The letters under study highlight four aspects of women's education during the American Civil War: (a) women's varied attitudes toward new opportunities to teach and attend school, (b) wartime correspondence as an educational tool, (c) home front demands as obstacles to women's pursuit of formal education; and, conversely, (d) war events as educational forces in women's lives. Each has implications for reconsidering women's leadership and advancement historically.
oai:awl-ojs-tamu.tdl.org:article/286	Hinojosa, Dr. Raul; Robles-Piña, Dr. Rebecca A.; Edmonson, Dr. Stacey	Gender Differences in Placement, Support, and Participation in Early School Programs for Urban Hispanic Students in Advanced Placement	2017-06-02	Advancing Women in Leadership Journal; Vol. 29 (2009)	Education Leadership Research Center, Texas A&M University	eng	10.21423/awlj-v29.a286	https://awl-ojs-tamu.tdl.org/awl/article/download/286/255	This study investigated differences between males and females of 352 urban, predominately U.S.-born Hispanic students enrolled in advanced placement (AP) courses. The gender composition was 131 (37.2%) male and 221 (68.2%) female and the majority of students was enrolled in 11th and 12th grades. Our findings indicated that (a) more females than males were enrolled in AP courses, (b) females perceived school support as more important than males, and (c) participation in elementary and middle school programs, such as gifted and talented programs and magnet schools were important for participation in high school AP courses. Implications for school policy are noted.
oai:awl-ojs-tamu.tdl.org:article/287	Roser, Dr. Valerie; Brown, Dr.Michelle S.; Kelsey, Dr. Cheryl L.	Principal Gender as Related to Campus Size, Level, and Academic Rating	2017-06-02	Advancing Women in Leadership Journal; Vol. 29 (2009)	Education Leadership Research Center, Texas A&M University	eng	10.21423/awlj-v29.a287	https://awl-ojs-tamu.tdl.org/awl/article/download/287/256	A comparative, quantitative research design was utilized with a Pearson χ² test statistic. Procedures for the study included gathering the gender of all public school principals in the state of Texas by utilizing a TEA data bank. The 2006 AEIS report generated information regarding campus size, campus level, and campus rating for every school in the state of Texas. Results indicated that a significant relationship exists between each of the variables tested. The prevalence of gender at particular school campuses has continued, as gender was found to be significantly related to campus size, campus rating, and campus level. Discussion presented is related to hiring practices and future research.
oai:awl-ojs-tamu.tdl.org:article/288	Luna, Dr. Gaye; Medina, Dr. Catherine; Gorman, Ms. Sharon	Academic Reality Show": Presented by Women Faculty of Color	2025	15	.pdf	application/pdf	7288	332	52	Advancing Women in Leadership Journal The first online professional, refereed journal for women in leadership Editor: Dr. Genevieve Brown Editor: Dr. Beverly J. Irby College of Education College of Education Sam Houston State University Sam Houston State University Volume 29, Number 11 August 27, 2009 ISSN 1093-7099 ‘So Pleasant to be a School Maam’: The Civil War as an Educational Force for Women Dr. Lucy E. Bailey Advancing Women in Leadership Journal, 29(11).	cache/awl-285.pdf	txt/awl-285.txt