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This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/09578239310045121. When citing the article, please cite: Noeline J. Kyle, (1993), “Cara David: A Leading Woman in Australian Education”, Journal of Educational Administration, Vol. 31 Iss: 4.

Very little Australian literature looks at women as leaders in education. Using theoretical viewpoints emerging out of a biographical and historical analysis, it is possible to construct a more inclusive model of leadership which includes both men and women in the past. Mapping such a process historically and biographically can give a detailed assessment of the social, historical and political dimensions of particular women leaders′ lives and also develop a theoretical framework, which gives equal status to the leadership experiences more common to women. Presents a historical narrative where recording lives raises critical questions at the same time as it unearths new evidence of the history of women educationists in Australia.

Data from a 1989 survey of over 600 middle‐level managers in a large Canadian corporation were analysed to examine the characteristics of jobs held by career‐family and career‐primary men and women. Hypotheses were developed based on human capital theory, statistical discrimination theory, and gender role congruence theory. Examining career outcomes suggested that participation in household labour had a significantly more negative association with men's hierarchical level than with women's. Implications for theory and suggestions for research are discussed.

Like many of his generation George George, the director of Auckland’s Seddon Memorial Technical College (1902‐22), considered marriage and motherhood as women’s true vocation and believed in separate but equal education for girls that included some domestic training. In this regard, New Zealand historians often cite him as an advocate for the cult of domesticity, a prescriptive ideology that came to be reflected in the government’s education policy during this period. But as Joanne Scott, Catherine Manathunga and Noeline Kyle have demonstrated with regard to technical education in Queensland, rhetoric does not always match institutional practice. Other factors, most notably student demand, but also more pragmatic concerns such as the availability of accommodation, staffing and specialist equipment, can shape the curriculum. Closer scrutiny of surviving institutional records such as prospectuses, enrolment data and the director’s reports to the Department of Education, allow us to explore more fully who was given access to particular kinds of knowledge and resources, how long a particular course might take, the choices students made, what was commonplace and what was unusual, and what students might expect once they completed their studies.