This book brings compelling evidence that the so-called “glass ceiling” metaphor is an overly simplistic idea that masks the real complexities and barriers facing women around the world. To understand the cultural, political, social and economic forces and how they intersect to discourage and marginalize women in our educational systems at all levels will convince even the most skeptical reader that there remains a long and protracted struggle ahead. The forms that struggle takes will undoubtedly be shaped by the outline of the chapters in this book.

Fenwick W. English, Teachers College, Ball State University

Women Leading Education Across the Continents: Overcoming the Barriers is an outstanding collection of research from top scholars writing from various perspectives. They explore women's experiences in formal and informal leadership positions, while also examining women’s experiences in leadership preparation programs. Considered as a whole, the book takes a critical yet constructive look at the past and brings readers up to the present—but the real contribution here is the authors' and editors' insights into possibilities for improved research and practice for women who lead in education. I highly recommend this important book for all scholars and practitioners of educational leadership.

Dr. Jeffrey S. Brooks, professor of educational leadership at Monash University and author of “Black School, White School: Racism and Educational (Mis)Leadership.”

In far too many corners of the world, the most serious of all social injustice, in and out of education, is that which relegates the place of women and girls below the status of men. Unfortunately, the policies, theories, and practices dominating the field of educational leadership have contributed to these inequities and social injustices. The truths that women’s (and men’s) voices tell in this book transcend the struggles of today; and in so doing, anticipate how we might move from the business of education to more effectively begin addressing the challenges of freedom, social justice, and equity around the world. Each section and chapter deconstructs the field of educational leadership through systematic analysis. The book is a thorough critique while still celebrating the progress of women as individual educational leaders. To me, historical and contemporary facts validate feminism in documenting that women lead institutions as well as, if not better than men. As long as this truth is not a material fact for all of us everywhere, though, then the policies, theories, and practices in our field cannot be deemed to be valid.

Ira Bogotch, professor, College of Education, Florida Atlantic University

Despite some progress in recent years, women in educational leadership continue to face numerous barriers. In this volume 40 international scholars take a close look at the still persistent challenges and barriers, and discuss how they can be confronted and hopefully overcome. Let us hope that the conference results displayed in this captivating publication will help shed more light on the topic and inspire more people to engage themselves in bringing female educational leadership forward.

Sabine Doering-Manteuffel, president and professor of European Ethnology at the University of Augsburg, Germany

The emergence of outstanding women leaders continues to strengthen public education, which is why I recommend this book—not only to those in education but the business community at large. Experts discuss barriers facing women, but as stated in the first chapter, these barriers “are not insurmountable.” Our country was founded on seizing opportunities to grow and expand. While education is outpacing the business world in terms of creating leadership positions for women, this book focuses on the critical need to grow and expand career ladders for everyone, and narrow the gender-leadership gap in our profession.

Daniel A. Domenech, executive director, AASA, The School Superintendents Association; former school superintendent

In this important new collection of essays we are reminded why educating women is so critical to the advancement of society. The insights and analysis shared in these chapters help us to see that by treating gender equity and women's rights issues as human rights that all of us should be concerned about, genuine social progress can be achieved. This book will serve as an invaluable resource to educators, policymakers and anyone concerned about using education as a force for social progress.

Pedro A. Noguera Ph.D, distinguished professor of education UCLA Graduate School of Education & Information Studies