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Sexuality in school: the limits of education

organisational structures. She concludes that, although male leadership culture and managerial habitus are pervasive in higher education, the possibility of change does exist through the uncertainty that is caused by women’s presence in the organisation and the ‘collective force of women to agitate for change and their refusal to accept the status quo’. An indigenous leadership model is introduced in this chapter that positions leadership as relational activities that are culturally responsive and generational, and Fitzgerald suggests a move to this type of leadership may improve gender equality in higher education. She concludes by stating that higher education is at a numerical/policy/cultural/ leadership crossroad, and notes that this crossroad presents a five-fold challenge: breaking through gendered structural and cultural barriers to have more women in senior roles, retaining women in mid-level and senior positions, alleviating the contradictory effect that women’s presence in senior roles has caused, interrogatingWhiteness andWhite privilege, and locating a theoretically sophisticated tool to understand the complexities of positioning women leaders with regard to their intersectionality. Overall, this book is a valuable contribution to the conversation about gender inequality in higher education from an international perspective. It would be a good text for postgraduate students as an example of empirical research using qualitative methodology as well as for any instructor looking to highlight the continuing sociological challenges related to education, gender, leadership, and organisational development. The one limitation this book presents is a failure to robustly discuss the indigenous women leaders’ experiences in higher education. While mentioned consistently throughout the book, the indigenous women’s stories could have been further explored; it is my hope that a future book or article from the author may be forthcoming to address this gap. This book has been artfully crafted to highlight the continued gender inequality happening in higher education through the use of women’s lived leadership experiences. Fitzgerald gives the reader language to name behaviours of gender oppression happening on campus and this naming ability should empower people to interrupt and transgress the status quo to help bring about higher education environments that celebrate women’s leadership strengths. Women Leaders in Higher Education: Shattering the Myths will appeal to men and women interested in advancing social justice issues and gender-equitable work environments in colleges and universities around the globe.