Social Disabilities for Constructing and Establishing a Leader Identity: Group Prototypicality, Minorities, Social Stereotypes, and ‘‘Quasi-Organizational Capitalism’’ in Greek Primary Education

This paper attempts to interpret the exclusion of minority specialty teachers from administrative hierarchy Greek public primary education, examining their obstacles and intervening social, institutional, cultural, systemic factors. Qualitative methodology was used in this research, as researcher carried out 43 telephone semi-structured interviews whole country. The underrepresented subgroup, internalizing stereotypes, struggles transform vulnerable, susceptible, controversial Professional, Social Identities into powerful, positive, influential Leader Identity, constantly hitting against a glass ceiling, thus feeling unable confront hegemonies formed with multiple criteria. Although there are several studies that separately explore social status Professional Identity marginalized teachers, is first time they considered one group, expressing views about hierarchy. I debate formation new term “quasi-organizational capitalism”, which resembles classification financial capitalism, symbolic aspect, refers existence an irreversible organizational quo, being structured such way serve aims interests privileged quasi-capitalists, reproduces domination impedes advancement deprived quasi-proletarians, even non-profit organizations. Organizations policy-makers should ensure equality justice by focusing on strengthening role minorities, socially stigmatized subgroups having low status, barriers, disabilities for constructing establishing Identity.