Continuing to Disrupt the Status Quo? Young and New Women Professors ofEducational Leadership was conceptualized as a follow-up to Breaking Into the All-Male Club: Female Professors of Educational Administration (Mertz, 2009), a bookabout and by many women who were the first women faculty admitted into departmentsof educational administration primarily in the 1970's and 1980's. This book offersnarratives of those women new to the field of educational leadership and makescomparisons to those stories shared by the veteran women in the field to highlight bothsimilarities and differences. Continuing to Disrupt the Status Quo? Young and New Women Professors of EducationalLeadership is a literary way to preserve and continue the tradition of the sharing/addition of voices to the field ofeducational leadership that was begun with Breaking Into the All-Male Club. It begs the question, \"If the women fromBreaking Into the All-Male Club are \"firsts,\" \"pioneers,\" and \"groundbreakers,\" then who are we, the young and newwomen of the field? If the entrance of women into the field of educational leadership was threatening enough for theveteran women (and still is for many of the young and new women), then the addition of age and ethnicity as confoundingfactors has likely created a cacophony of dissonance forty years later! Continuing to Disrupt the Status Quo? represents adecade of stories (2002-2012) from young and new women to the field of educational leadership. | Continuing to Disrupt the Status Quo? New and Young Women Professors of Educational Leadership (Hc) by Whitney Sherman Newcomb, Hardcover