scholarly journals Leading While Female: A Personal Journey

2021 ◽  
pp. 205-218
Author(s):  
Linda Katehi
Keyword(s):  
Women Leaders ◽  
Gender Stereotypes ◽  
Academic Culture ◽  
Immigrant Woman ◽  
Leadership Role ◽  
Academic Leaders ◽  
Gender Expectations ◽  
Personal Journey ◽  
Explicit Bias

AbstractGrowth in the administrative function of universities along with the fragility of academic culture creates challenges for academic leaders invested in change. In my own case, these challenges were compounded by my gender: my status as an immigrant woman in a leadership role. In this chapter I outline the basic requirements of a democratic culture—allowing individuals to preserve their identity while positively contributing to the community in which they're embedded—and question the gender stereotypes that see men but not women as “naturally” suited to leadership. This prejudice can translate into implicit or even explicit bias and discrimination when women attempt to fill roles that historically have been reserved for men, and thereby violate gender expectations. As a consequence, women leaders may be marginalized and their authority resisted or unrecognized. This chapter is a personal journey detailing my own experiences of “leading while female.”

The Innovators

2018 ◽  
Author(s):  
Barbara J. Risman
Keyword(s):  
Young People ◽  
Gender Equality ◽  
Gender Stereotypes ◽  
Macro Level ◽  
Gender Expectations ◽  
Personal Lives ◽  
Individual Level ◽  
The Individual ◽  
Gendered Expectations ◽  
Level Of Analysis

This chapter introduces the innovators and provides a portrait of them. The chapter analyzes these innovators at the individual, interactional, and macro level of the gender structure. The chapter begins at the individual level of analysis because these young people emphasize how they challenge gender by rejecting requirements to restrict their personal activities, goals, and personalities to femininity or masculinity. They refuse to live within gender stereotypes. These Millennials do not seem driven by their feminist ideological beliefs, although they do have them. Their worldviews are more taken for granted than central to their stories. Nor are they consistently challenging gender expectations for others, although they often ignore the gender expectations they face themselves. They innovate primarily in their personal lives, although they do reject gendered expectations at the interactional level and hold feminist ideological beliefs about gender equality.

Women Academic Leaders and Self-Care During a Crisis

2021 ◽  
pp. 175-189
Author(s):  
Alison Puliatte
Keyword(s):  
Self Care ◽  
Past Research ◽  
Academic Leadership ◽  
Leadership Role ◽  
Academic Leaders ◽  
Women’S Experiences ◽  
Academic Leader ◽  
Women's Experiences ◽  
Successes And Challenges

This chapter presents actual accounts of women academic leaders who led their students, teachers, and faculty during the COVID-19 pandemic. The women's experiences, challenges, and self-care routines are presented in their own words in order to gain a true understanding of what it was like to be a woman academic leader during a crisis. The chapter begins with a review of research related to women academic leaders specifically describing the successes and challenges women face when in an academic leadership role. Next, the topic of self-care is discussed focusing on the need for self-care among educators and leaders during crises. Woven throughout the descriptions of past research are the stories from current women academic leaders to describe ways in which these leaders approached self-care during the COVID-19 pandemic.

Women Leaders in Higher Education in Turkey During the Pandemic

2021 ◽  
pp. 55-79
Author(s):  
Meltem Akbulut Yıldırmış ◽  
Fatma Nevra Nevra Seggie ◽  
Serap Emil ◽  
Betül Bulut Şahin
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Lived Experiences ◽  
Informal Support ◽  
Shared Decision ◽  
Academic Leaders ◽  
Women Academics ◽  
Support Mechanisms ◽  
Education In Turkey ◽  
Experiences Of Women

This chapter presents the lived experiences of women academic leaders in higher education during the pandemic period in Turkey. The chapter elaborates on the illusion of gender equalities for women in higher education through formal and informal support mechanisms. The authors then present recent knowledge and experiences of women academics in the country during the pandemic and how these experiences have impacted all aspects of life. The authors conducted online interviews with 20 women leaders at varying levels of higher education. The overall findings show that the lack of support mechanisms due to quarantine measures has created an overwhelming workload and challenging personal life experiences for the respondents. The women leaders observed in our study utilized strategies like collaboration, shared decision-making, and constant communication to motivate their colleagues and staff. The idea of “help” and fair share needs to be further examined due to its significance on gender equality for women leaders in academia.

Gender and political leadership: Turkish experience

Leadership ◽  
2015 ◽  
Vol 13 (5) ◽  
pp. 615-638 ◽  
Author(s):  
Tuba Inal
Keyword(s):  
Women Leaders ◽  
Leadership Style ◽  
Gender Stereotypes ◽  
Women Politicians ◽  
Political Leadership ◽  
Analytical Framework ◽  
Women's Leadership ◽  
Political Leader ◽  
Leadership Model ◽  
Political Scene

Women’s political leadership has been ignored both in actual political scene of world’s democracies and by the studies of political leadership. The common perception in both areas has long been that gender difference makes women unfit leaders. More recent studies of gender and leadership as well as various women politicians, on the other hand, emphasized women’s fitness for leadership due to their gendered characteristics. This paper argues that using gender as a determining factor for good or bad political leadership endangers future leadership opportunities for women. An exploration of the experience of Turkey in the 1990s with a woman political leader, Tansu Çiller, and her leadership style in relation to her gender, demonstrates that while gender stereotypes make women’s political leadership to be perceived as ineffective, any argument that is made in its favor in gendered terms faces the risk of being refuted by actual experience hence delegitimizing women’s leadership altogether. Using Crosby and Bryson’s leadership model as an analytical framework to dissect Çiller’s political and ethical leadership and her use of gender in the Turkish context, we can see that gender itself does not make a leader more democratic or ethical and arguing so works against potential women leaders.

scholarly journals Teaching Transitional Justice: Towards a Political and Personal Transformative Journey

10.5130/aag.f ◽  
2021 ◽  
pp. 65-75
Author(s):  
Gertrude Fester-Wicomb
Keyword(s):  
South African ◽  
Transitional Justice ◽  
Teaching Experience ◽  
Political Prisoner ◽  
Personal Journey

In reflecting on my teaching experience of transitional justice I realised that it was not just an academic exercise but a deeply spiritual, political and personal journal for many of my students and me. In introducing myself as a South African former political prisoner there was what i felt some immediate empathy and rapport. In this chapter i will trace sharing new learnings, apprehension, pain, celebration and hope. Intimately encountering the comprehensive spirit of reconciliation in my class and Rwanda, it encouraged a personal journey conjuring up courage to communicate with my torturer/interrogator exploring possibilities of reconciliation.

Princesses Who Commit Suicide: Primary Children Writing within and against Gender Stereotypes

1998 ◽  
Vol 30 (1) ◽  
pp. 53-84 ◽  
Author(s):  
Laurie MacGillivray ◽  
Ana Maritza Martinez
Keyword(s):  
Gender Stereotypes ◽  
Classroom Teacher ◽  
Primary Data ◽  
Literacy Experiences ◽  
Gender Expectations ◽  
Left Behind ◽  
Parents And Children ◽  
Children's Writing ◽  
Children's Literacy ◽  
Participant Observer

This article analyzes 13 “published” stories written by young writers during 1 month in a multicultural, mixed-age primary classroom. The first goal is to examine how primary children constructed gender in their own stories. The second goal is to explore how children, at times, wrote against the traditional gendered positions. The data were gathered as part of a 3-year longitudinal study on children's literacy experiences across home and school environments. Primary data sources utilized include (a) participant-observer fieldnotes; (b) interviews with the classroom teacher, parents, and children; and (c) children's writing. In analyzing students' writing and how they reified or redefined gender expectations, we relied heavily on Foucault's notion of power and how it is related to positioning. Although stereotypical images of dominant males and passive females were numerous, there were also disruptions of gender stereotypes. Implications include the need to help preservice and in-service teachers increase their awareness of how our children take up positions as gendered beings and also ways in which they break out of those traditional frames. Once upon a time there were princesses everywhere. There were princesses in the cave, in houses and castles too. They were all married except one princess. Her name was Amy. Then one day Amy started walking to the castle where all the princesses were dressing for the ball. They [all] had tickets for the ball except Amy. She was left behind. She was very embarrassed because her dress was so plain and ugly. Amy started crying and crying. She was very, very sad. The princesses were having fun at the ball. They danced and danced. They were very sad and happy because they thought about how Amy always loved them and helped them. When they came back home to the castle, they saw Amy with a knife stuck in her head. She was dead [see Figure 1]. They all cried. They were all sad, so they killed themselves too. Then the room was very sad and spooky. (Second grader Rachel's published book)

scholarly journals The Association of Pathology Chairs’ Pathology Leadership Academy: Experience From the First 2 Years

2019 ◽  
Vol 6 ◽  
pp. 237428951982630 ◽  
Author(s):  
Lydia Pleotis Howell ◽  
Priscilla S. Markwood ◽  
Dani S. Zander
Keyword(s):  
Leadership Development ◽  
Succession Planning ◽  
Leadership Role ◽  
Academic Departments ◽  
Leadership Succession ◽  
Leadership Academy ◽  
Future Directions ◽  
Academic Leaders ◽  
Curricular Development ◽  
The Chairs

Leadership development and succession planning are critical to ensure continued strength of academic pathology. The Association of Pathology Chairs developed the Pathology Leadership Academy to prepare future academic leaders. The purpose of this report is to describe: (1) Pathology Leadership Academy’s development and curriculum, (2) how Pathology Leadership Academy has met leadership development needs for individuals and academic departments in its first 2 years, (3) Pathology Leadership Academy’s future directions based on program feedback. Results were analyzed from pre- and postprogram needs assessment surveys of pathology chairs and from evaluations from Pathology Leadership Academy participants in the first 2 years. Pathology Leadership Academy curriculum was developed from topics identified as priorities in the chairs’ survey. Twenty-eight (90%) of 31 responding participants were very satisfied/satisfied with Pathology Leadership Academy. Of the 18 responding chairs who sent a participant to Pathology Leadership Academy, 11 (61%) reported that Pathology Leadership Academy met their faculty development goal. Of all responding chairs, 13 (32%) of 41 reported uncertainty as to whether Pathology Leadership Academy is meeting chairs’ goals. Chairs reported that Pathology Leadership Academy provided value to their faculty through preparation for a future leadership role, enhancing skills for a current role, and enhancing understanding of opportunities and challenges in academic medicine. Most chairs (27/43, 66%) said Pathology Leadership Academy should be offered again; 13 (32%) of 43 were uncertain, and 1 (2%) of 43 said no. Initial experience of Pathology Leadership Academy is positive and promising and provides opportunity for leadership succession planning in academic pathology. Pathology Leadership Academy will use participant and chair feedback for ongoing curricular development to ensure topics continue to address major needs of academic pathology.

The leadership role of college deans and department chairs in academic culture change

2016 ◽  
Vol 42 (12) ◽  
pp. 2301-2315 ◽  
Author(s):  
Jill Bystydzienski ◽  
Nicole Thomas ◽  
Samantha Howe ◽  
Anand Desai
Keyword(s):  
Culture Change ◽  
Department Chairs ◽  
Academic Culture ◽  
Leadership Role

scholarly journals From Negotiator to Note-Taker: The Role of Women Leaders and Academic Technology Cultures

2021 ◽  
Author(s):  
Leslie Zenk ◽  
Susan Harden
Keyword(s):  
Higher Education ◽  
Women Leaders ◽  
Comparative Case Study ◽  
Gender Expectations ◽  
Academic Technology ◽  
Role Of Women ◽  
And Gender ◽  
Lead Technology ◽  
Technology Initiatives

For years, there has been a perceived inaccessibility of the field of Information Technology, centering on an organizational culture of “men and their machines” (Clark, 2012). This paper examines the role of women who lead technology initiatives in higher education and presents the experiences of these women leaders and their collision of organizational cultures as part of a comparative case study of two public institutions. Findings suggest elements of culture within the IT field that contribute to the experiences of women leaders in IT, and illuminate that leading a technology project may add a layer of gender expectations and gender roles that are more entrenched in the IT world than in other areas of higher education.

Gender and visionary leading: rethinking ‘vision’ with Bergson, Deleuze and Guattari

Organization ◽  
2013 ◽  
Vol 21 (6) ◽  
pp. 844-866 ◽  
Author(s):  
Mollie Painter-Morland ◽  
Ghislain Deslandes
Keyword(s):  
Women Leaders ◽  
Gender Stereotypes ◽  
Gilles Deleuze ◽  
Visionary Leadership ◽  
Felix Guattari ◽  
Deleuze And Guattari ◽  
Women In The Workplace ◽  
Alternative Understanding ◽  
Gender Discourses

In this article, we investigate the charge that women leaders fall short when it comes to ‘vision’. We track the roots of this charge, and the effects this has on women in the workplace, back to the binary representationalist logic that underpin gender stereotypes. We challenge these representationalist stereotypes by offering a more material account of how identities come into being, drawing on the work of Gilles Deleuze and Félix Guattari. In the last part of the article we explore an alternative understanding of ‘visionary leadership’ by drawing on Henri Bergson’s philosophy and ethics and that of Deleuze, which allows for the development of an alternative understanding of both agency and epistemology. We also rely heavily on Elizabeth Grosz’ reading of Deleuze and Bergson, and her valuable perspectives on the implications of these authors’ work for gender discourses.

Sign in / Sign up

Export Citation Format

Share Document