Report on the Career and Impact of Dr. Charol Shakeshaft in Advancing Sustainable Development Goals

Executive Summary

This report details the career of Dr. Charol Shakeshaft, a retiring professor from Virginia Commonwealth University’s School of Education. Her work, spanning over four decades, has made significant contributions to achieving the United Nations Sustainable Development Goals (SDGs), particularly SDG 5 (Gender Equality) and SDG 4 (Quality Education). This analysis outlines her pioneering research into gender equity, her efforts to create safer educational environments, and her role in strengthening institutional accountability, aligning her legacy with a global framework for sustainable development.

Contributions to Gender Equality (SDG 5)

Dr. Shakeshaft’s career has been foundational in advancing gender equality within the educational sector, directly addressing the targets of SDG 5.

Pioneering Research in Gender Parity and Leadership (Target 5.5)

• Initiated research into the systemic barriers facing women in education, inspired by observing limited career paths for girls and women in the 1970s.
• Co-authored the seminal article, “Up the Front Staircase: A Proposal for Women to Achieve Parity with Men in the Field of Educational Administration,” to advocate for equal opportunity.
• Focused her doctoral dissertation on women leaders, challenging the male-defined norms of educational research and administration despite facing significant opposition.
• Her scholarship created pathways for subsequent research aimed at dismantling systems that perpetuate gender inequities in leadership, directly supporting SDG Target 5.5 on ensuring women’s full participation and equal opportunities for leadership.

Combating Gender-Based Violence in Schools (Target 5.2)

• Became a trailblazer in the study of educator sexual misconduct, a critical issue of gender-based violence.
• Advocated for systemic changes in how schools handle misconduct, including the then-novel approach of involving law enforcement.
• Authored the 2024 book, “Organizational Betrayal: How Schools Enable Sexual Misconduct and How to Stop It,” providing a framework for prevention and response.
• This work directly contributes to SDG Target 5.2, which calls for the elimination of all forms of violence against women and girls.

Advancements in Quality Education (SDG 4)

Dr. Shakeshaft’s focus on equity and safety is intrinsically linked to the provision of quality education for all, as outlined in SDG 4.

Ensuring Safe and Inclusive Learning Environments (Target 4.A)

• Her extensive research on educator sexual misconduct has been instrumental in promoting the development of safer school environments.
• By addressing systemic failures, her work helps build and maintain educational facilities and systems that are safe, non-violent, and inclusive.
• This aligns directly with SDG Target 4.A, which emphasizes the need for effective learning environments for all students.

Fostering Future Generations of Educational Leaders (Target 4.C)

• Demonstrated a profound commitment to mentoring doctoral students, chairing over 150 dissertations during her tenure at VCU.
• Her dedicated, one-on-one mentorship model resulted in a doctoral completion rate at VCU significantly higher than the national average.
• By developing a new generation of qualified educational researchers and leaders, her work strengthens the overall quality of the education workforce, contributing to the aims of SDG 4.

Strengthening Educational Institutions (SDG 16)

Dr. Shakeshaft’s research has consistently pushed for systemic reform, contributing to the development of more just, accountable, and effective institutions as envisioned in SDG 16.

Promoting Accountability and Justice (Targets 16.3 & 16.6)

• Her work, including a nationwide report commissioned by the U.S. Department of Education, has called for greater transparency and accountability from educational organizations.
• By advocating for clear protocols in response to misconduct, she has worked to ensure equal access to justice for victims within the educational system (Target 16.3).
• Her research on “Organizational Betrayal” challenges institutions to reform, thereby contributing to the development of effective, accountable, and transparent institutions at all levels (Target 16.6).

Conclusion: An Enduring Legacy of Systemic Change

Dr. Charol Shakeshaft’s career has been one of transformative impact. Her dedicated advocacy and groundbreaking research have not only shaped the field of educational leadership but have also created tangible progress toward critical Sustainable Development Goals. Her legacy is a testament to the power of scholarly inquiry in dismantling inequitable systems and building a foundation for a more just, safe, and equitable educational future for all.

1. Global Impact: Her expertise has been recognized internationally, influencing policy and practice far beyond VCU.
2. Scholarly Foundation: She has inspired generations of scholars to investigate gender equity and create a “room of their own” in leadership research.
3. Institutional Enhancement: Her contributions have elevated the national and global reputation of VCU’s School of Education as a center for progressive and impactful research.

Analysis of SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education

  The article is centered on the career of Dr. Charol Shakeshaft, a professor in the Department of Educational Leadership. Her work focuses on improving the educational system, specifically by ensuring safe learning environments and supporting students, particularly at the doctoral level, to complete their education.

• SDG 5: Gender Equality

  A primary theme of the article is Dr. Shakeshaft’s lifelong work on gender equity. This includes her early research on the limited career options for women, her dissertation on women leaders, and her efforts to dismantle systems that perpetuate gender inequities in the field of education.

• SDG 16: Peace, Justice and Strong Institutions

  Dr. Shakeshaft’s research into educator sexual misconduct and her book “Organizational Betrayal: How Schools Enable Sexual Misconduct and How to Stop It” directly address the need to end abuse and violence against children. This connects to building effective and accountable institutions (schools) that protect children.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.

     The article highlights Dr. Shakeshaft’s dedication to mentoring doctoral students. It notes that she “chaired more than 150 dissertations” and emphasizes the high completion rate for doctoral students at VCU compared to the national average, showcasing her contribution to ensuring students succeed in tertiary education.

   • Target 4.a: Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.

     Dr. Shakeshaft’s extensive work on “educator sexual misconduct” is a direct effort to create safer learning environments. Her book and research focus on how schools can stop enabling such behavior, thus promoting a non-violent and safe environment for students.

2. SDG 5: Gender Equality

   • Target 5.2: Eliminate all forms of violence against all women and girls in the public and private spheres, including trafficking and sexual and other types of exploitation.

     Her focus on educator sexual misconduct addresses a form of violence and exploitation that occurs within the public sphere of schools. The article notes she was approached by a principal about a teacher “having an inappropriate relationship with a student,” which prompted her mission to address this issue.

   • Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life.

     The article explicitly mentions Dr. Shakeshaft’s early work, including an article titled “Up the Front Staircase: A Proposal for Women to Achieve Parity with Men in the Field of Educational Administration” and her dissertation on “women leaders.” This directly relates to advocating for equal opportunities for women in leadership positions within the educational system.

3. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.2: End abuse, exploitation, trafficking and all forms of violence against and torture of children.

     This target is addressed through Dr. Shakeshaft’s work to expose and prevent “educator sexual misconduct.” Her book title, “Organizational Betrayal: How Schools Enable Sexual Misconduct and How to Stop It,” points directly to the institutional failures that allow violence against children to occur and advocates for systemic changes to end it.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. For Target 4.3 (Equal access to tertiary education):

   • Doctoral program completion rates:

     The article explicitly states, “Nationwide, about 50% of doctoral students in education don’t complete; that’s not true at VCU.” This provides a clear, measurable indicator of success in tertiary education.

2. For Target 5.5 (Women in leadership):

   • Proportion of women in leadership positions in educational administration:

     The article implies this indicator through the title of Dr. Shakeshaft’s early work, which proposed a path for women to “achieve parity with men in the field of educational administration.” Measuring the ratio of women to men in these roles would track progress toward this goal.

3. For Targets 4.a, 5.2, and 16.2 (Safe environments and ending violence):

   • Prevalence of educator sexual misconduct:

     The entire focus of Dr. Shakeshaft’s later research is on this issue. An implied indicator is the number of reported incidents of “inappropriate relationships” or “sexual misconduct” in schools. Her work aims to reduce this number to zero.

   • Rate of reporting incidents to law enforcement:

     Her advice to a principal to “Call the police” suggests that a key problem was the lack of formal reporting. An increase in the rate at which schools report such misconduct to the proper authorities would be an indicator of improved institutional accountability.

Summary of Findings

Source: news.vcu.edu