Jennie Weiner
Biographic Data
| ID | 5740491 |
|---|---|
| NAME | Jennie Weiner |
| GIVEN NAMES | Jennie |
| FAMILY NAME | Weiner |
| SIGNATURE | WEINER J |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-9322-6169 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Inside the Labyrinth: The Effects of Feminization on Women Assistant Heads’ Well-Being
This qualitative study examines the organizational structures shaping the experience of 18 women assistant heads working at K-12 independent, co-educational, day schools serving students of 700 students or more. Specifically, we were interested in better understanding the disproportionate representation of women in the assistant headship and whether, and to what degree, this may be a function of the role. We wondered if gendered structural elemen…
Logics of Educational Technology Reform
Purpose: Although the promise of educational technology initiatives has long been touted as a means of innovation and improvement in schools, results of these efforts are mixed at best. Theorizing that institutional factors may be shaping these outcomes, this study identified logics, or belief systems, underlying educational technology reform efforts. In doing so, we respond to calls to better understand how technology can foster organizational c…
How Whiteness Shapes Leaders’ Understanding and Actions Regarding Racially Diversifying the Teacher Pipeline
Using Critical Race Theory and Critical Whiteness, this study examines how Whiteness shapes district leaders’ reasoning regarding racially diversifying their teacher pipeline and how such reasoning may influence their practice. Specifically, we focus on five districts with demographic and geographic profiles often overlooked in the research (i.e. those outside of large, urban centers). We find that concepts of Whiteness as property, interest conv…
Day Camp Leadership: Women's Experiences with Gender Bias, Inequity, and Double Binds
Background: Despite representing half of approximately 1.5 million camp counsellors in the United States, women in outdoor experiential education (OEE) continually face barriers that constrain them to lead according to restrictive gendered expectations. While scholars have studied this issue across a variety of OEE contexts, summer day camps are largely absent from empirical dialogue about gender and leadership. Purpose: Presently, we explore the…
Structural Stasis: Considering Education Leaders’ Efforts to Racially Diversify the Teaching Force
Purpose: Using structure-agency theory, this paper highlights how school and district leaders may use their discretion to reshape or reinforce pipeline structures to increase educator racial diversity or to maintain the racial status quo. We also consider how such efforts intersect with structural racism limiting the impact of positive efforts and inhibiting the recruitment and hiring of teachers of color overall. Research Methods/Approach: We us…
Internal, Moral, and Market Accountability: Leading Urban Schools During the Covid-19 Pandemic
Managing up, down, and outwards: Principals as boundary spanners during the Covid-19 crisis
Using data from a national study on principals’ responses to the initial phase of the COVID-19 pandemic, we describe crisis leadership as boundary spanning – managing up, down, and outwards to lead the response. School leaders had to manage outside expectations to ensure their schools responded to the crisis in ways that allowed for organisational and individual health and well-being. We provide descriptive examples of how principals bridged and …
Who’s Missing from School Choice Research: Black/African-American Mothers’ and Daughters’ School Choice Decisions
Using Cooper’s (2005) framework of positioned school choice, and its orientation towards providing a more nuanced and inclusive view of how social power and privilege shape and legitimize school choice decisions, this basic interpretive qualitative study (Merriam, 2009) traces how four Black mothers and their eighth-grade daughters chose their high schools. We find the daughters largely controlled the application process and made the final select…
Reifying discrimination on the path to school leadership: Black female principals’ experiences of district hiring/promotion practices
Using intersectionality as a guiding framework, this qualitative study focuses on the hiring/promotion experiences of 20 Black female principals and explores how their hiring/promotion practices reified and/or interrupted traditional discriminatory pathways to school leadership. We find that gendered racism operated across all facets of the principal recruitment and hiring processes in which these women participated. First, relationships and poli…
Negotiating Incomplete Autonomy: Portraits from Three School Principals
Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Met…
Keep Safe, Keep Learning: Principals' Role in Creating Psychological Safety and Organizational Learning During the Covid-19 Pandemic
Utilizing a sample of 54 interviews from a larger study of traditional public school principals' responses to the COVID-19 pandemic, we examined the degree to which principals in 19 states and representing both urban (e.g., intensive, emergent or characteristic; n = 37) and suburban settings ( n = 17) and across all student levels (i.e., elementary, middle, and high), experienced and engaged in behaviors to create psychological safety during the …
“Unbroken, but Bent”: Gendered Racism in School Leadership
Black women experience the burdens of gendered racism in their roles as school leaders, yet little is known about how these leaders cope with those experiences or how such coping might impact their ability or desire, to persist and thrive in such positions. This phenomenological study examined the experiences of 10 Black female school leaders and how they coped with gendered racism and the costs associated with doing so. Findings show coping occu…
Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
Triggering Change: An Investigation of the Logics of Turnaround Leadership
Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain…
Different location or different map? Investigating charter school teachers' professional identities
Implementation teams: A new lever for organizational change
This paper introduces a team form called an “implementation team”—a team charged with designing and leading the implementation of an organization‐wide change strategy—and investigates this team type in a context ripe for change, U.S. public school systems. Unlike prior teams research that has focused on teams as diagnostic collectives or strategic decision‐making bodies, this study forwards the notion that teams can be used to implement organizat…
Different location or different map? Investigating charter school teachers' professional identities
Implementation teams: A new lever for organizational change
This paper introduces a team form called an “implementation team”—a team charged with designing and leading the implementation of an organization‐wide change strategy—and investigates this team type in a context ripe for change, U.S. public school systems. Unlike prior teams research that has focused on teams as diagnostic collectives or strategic decision‐making bodies, this study forwards the notion that teams can be used to implement organizat…
Triggering Change: An Investigation of the Logics of Turnaround Leadership
Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain…
Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective
Internal, Moral, and Market Accountability: Leading Urban Schools During the Covid-19 Pandemic
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
Implementation teams: A new lever for organizational change
This paper introduces a team form called an “implementation team”—a team charged with designing and leading the implementation of an organization‐wide change strategy—and investigates this team type in a context ripe for change, U.S. public school systems. Unlike prior teams research that has focused on teams as diagnostic collectives or strategic decision‐making bodies, this study forwards the notion that teams can be used to implement organizat…
Different location or different map? Investigating charter school teachers' professional identities
The overall and differential effects of a targeted prekindergarten program: Evidence from Connecticut
Triggering Change: An Investigation of the Logics of Turnaround Leadership
Principals are positioned at the center of school improvement. In the United States, current turnaround reforms target the principalship as a key lever for change. This article uses institutional theory to explore the logics of turnaround leadership that steer principals and their work. Specifically, we draw on qualitative interview data from a phenomenological study of a cohort of aspiring turnaround principals in a northeastern state to explain…
“Unbroken, but Bent”: Gendered Racism in School Leadership
Black women experience the burdens of gendered racism in their roles as school leaders, yet little is known about how these leaders cope with those experiences or how such coping might impact their ability or desire, to persist and thrive in such positions. This phenomenological study examined the experiences of 10 Black female school leaders and how they coped with gendered racism and the costs associated with doing so. Findings show coping occu…
Teachers making sense of undocumented status and their responsibilities to undocumented students: A critical perspective
Keep Safe, Keep Learning: Principals' Role in Creating Psychological Safety and Organizational Learning During the Covid-19 Pandemic
Utilizing a sample of 54 interviews from a larger study of traditional public school principals' responses to the COVID-19 pandemic, we examined the degree to which principals in 19 states and representing both urban (e.g., intensive, emergent or characteristic; n = 37) and suburban settings ( n = 17) and across all student levels (i.e., elementary, middle, and high), experienced and engaged in behaviors to create psychological safety during the …
Who’s Missing from School Choice Research: Black/African-American Mothers’ and Daughters’ School Choice Decisions
Using Cooper’s (2005) framework of positioned school choice, and its orientation towards providing a more nuanced and inclusive view of how social power and privilege shape and legitimize school choice decisions, this basic interpretive qualitative study (Merriam, 2009) traces how four Black mothers and their eighth-grade daughters chose their high schools. We find the daughters largely controlled the application process and made the final select…
Reifying discrimination on the path to school leadership: Black female principals’ experiences of district hiring/promotion practices
Using intersectionality as a guiding framework, this qualitative study focuses on the hiring/promotion experiences of 20 Black female principals and explores how their hiring/promotion practices reified and/or interrupted traditional discriminatory pathways to school leadership. We find that gendered racism operated across all facets of the principal recruitment and hiring processes in which these women participated. First, relationships and poli…
Negotiating Incomplete Autonomy: Portraits from Three School Principals
Purpose: This study builds on research scrutinizing school autonomy in policy and school governance by shifting the focus from a formal structural view of autonomy to examining how principals negotiate autonomy in their daily work. Drawing on multiple dimensions of autonomy and street-level bureaucracy, this study examined how principals, as both professionals and bureaucrats, work to expand and strategize their autonomy in practice. Research Met…
Managing up, down, and outwards: Principals as boundary spanners during the Covid-19 crisis
Using data from a national study on principals’ responses to the initial phase of the COVID-19 pandemic, we describe crisis leadership as boundary spanning – managing up, down, and outwards to lead the response. School leaders had to manage outside expectations to ensure their schools responded to the crisis in ways that allowed for organisational and individual health and well-being. We provide descriptive examples of how principals bridged and …
Day Camp Leadership: Women's Experiences with Gender Bias, Inequity, and Double Binds
Background: Despite representing half of approximately 1.5 million camp counsellors in the United States, women in outdoor experiential education (OEE) continually face barriers that constrain them to lead according to restrictive gendered expectations. While scholars have studied this issue across a variety of OEE contexts, summer day camps are largely absent from empirical dialogue about gender and leadership. Purpose: Presently, we explore the…
Structural Stasis: Considering Education Leaders’ Efforts to Racially Diversify the Teaching Force
Purpose: Using structure-agency theory, this paper highlights how school and district leaders may use their discretion to reshape or reinforce pipeline structures to increase educator racial diversity or to maintain the racial status quo. We also consider how such efforts intersect with structural racism limiting the impact of positive efforts and inhibiting the recruitment and hiring of teachers of color overall. Research Methods/Approach: We us…
Internal, Moral, and Market Accountability: Leading Urban Schools During the Covid-19 Pandemic
How Whiteness Shapes Leaders’ Understanding and Actions Regarding Racially Diversifying the Teacher Pipeline
Using Critical Race Theory and Critical Whiteness, this study examines how Whiteness shapes district leaders’ reasoning regarding racially diversifying their teacher pipeline and how such reasoning may influence their practice. Specifically, we focus on five districts with demographic and geographic profiles often overlooked in the research (i.e. those outside of large, urban centers). We find that concepts of Whiteness as property, interest conv…
Inside the Labyrinth: The Effects of Feminization on Women Assistant Heads’ Well-Being
This qualitative study examines the organizational structures shaping the experience of 18 women assistant heads working at K-12 independent, co-educational, day schools serving students of 700 students or more. Specifically, we were interested in better understanding the disproportionate representation of women in the assistant headship and whether, and to what degree, this may be a function of the role. We wondered if gendered structural elemen…
Logics of Educational Technology Reform
Purpose: Although the promise of educational technology initiatives has long been touted as a means of innovation and improvement in schools, results of these efforts are mixed at best. Theorizing that institutional factors may be shaping these outcomes, this study identified logics, or belief systems, underlying educational technology reform efforts. In doing so, we respond to calls to better understand how technology can foster organizational c…
Psychology (13 works) · Sociology (13 works) · Political science (12 works) · Public relations (9 works) · Teacher Education and Leadership Studies (9 works) · Social Psychology (8 works) · Pedagogy (6 works) · Critical Race Theory in Education (4 works) · Gender Studies (4 works) · Law (4 works)