Changing cultural norms through education: voices from Ghanaian women principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Corinne Brion ◽  
Alfred Ampah-Mensah
Keyword(s):  
Women Leaders ◽  
National Culture ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Women Principals ◽  
Cultural Norms ◽  
Content Type ◽  
Ghanaian Women ◽  
Experiences Of Women ◽  
Women Educational Leaders

PurposeThis study examined how cultural factors positively or negatively influenced women's access to the principal role and influenced their leadership experiences. The researchers used Hofstede (2011) six dimensions of national culture as a conceptual framework. The Hofstede (2011) model of national culture consists of six dimensions (6D) that the investigators utilized to interpret and code the data. This framework allowed the researchers to comprehend the impact of cultural norms and values on women leaders and how women leaders work within those behavioral patterns. Utilizing this framework to map women educational leaders' experiences provided nuances in the dimensions within this region.Design/methodology/approachUsing a qualitative research paradigm and a phenomenological approach, this study explored the experiences of 12 women principals in the Komenda Edina Eguafo Abrem District (KEEA) of the Central Region of Ghana. The phenomenological approach is represented in cultural and social experiences. It enables researchers to describe the meaning of individuals' experiences (Creswell, 2007). This approach helped the researchers describe the participants' perceptions and experiences as Ghanaian women school leaders. This study sought to answer the following research questions: What are the experiences of women principals in Ghanaian K-12 public schools? What challenges do these women encounter in their work as principals? What support exists for these women to effectively execute their leadership roles? A criterion sampling was used to select principals. Data collection included one-on-one in-depth interviews and field notes.FindingsFindings revealed that these women navigated cultural norms and beliefs in order to exercise their own leadership style and pursue their careers in education. These women leaders were also able to gradually change the teachers' and community members' mindsets on women and leadership.Research limitations/implicationsThis study took place with 12 women within one district in one region of Ghana. While this is a limited sample, this study is significant because it increased one's understanding of how women leaders in patriarchal societies navigate cultural beliefs and norms in order to execute their responsibilities. This study informs educational reforms on gender equity and leadership preparation programmes and sheds light on culturally informed leadership practices unique to women.Practical implicationsBased on the study's findings, the researchers offer some recommendations for practitioners, policy makers and scholars.Social implicationsGiven the global call to promote equity in all aspects of social, economic and public life, the question is not whether we should support women educational leaders but rather how we can better support these professionals navigate cultural norms embedded in patriarchal and traditional societies.Originality/valueCurrently, majority of scholarly articles written on the experiences of women educational leaders come from South Africa (Diko, 2014; Mestry and Schmidt, 2012; Moorosi, 2010). In Ghana, quantitative studies have focused on factors accounting for gender disparity in education leadership in specific districts (Segkulu and Gyimah, 2016) and stereotypical perceptions of women principals (Pwadura, 2016). However, there are a limited number of qualitative studies that explore the experiences of women principals. This study is designed to fill this knowledge gap by employing a qualitative design to explore the experiences of 12 women school principals located in the KEEA municipality in the Central Region of Ghana. Thus, the gap in knowledge that this study seeks to bridge is both methodological – in terms of the use of a qualitative approach – and topical – in terms of exploring the experiences of female principals.

Leading in the New Normal

2021 ◽  
pp. 116-146
Author(s):  
Kerri E. Zappala-Piemme ◽  
Maureen E. Squires
Keyword(s):  
Qualitative Data ◽  
Relevant Literature ◽  
Educational Leaders ◽  
Work Life ◽  
Professional Lives ◽  
Life Balance ◽  
New Normal ◽  
Healthy Work ◽  
Experiences Of Women ◽  
Women Educational Leaders

This chapter focuses on the experiences of women who were P-20 educational leaders during the COVID-19 pandemic. Quantitative and qualitative data were collected via electronic surveys from 20 respondents. Survey questions included information about demographics, professional duties, and personal responsibilities. This chapter includes a discussion of the authors' positionality, analyzes findings (situated in relevant literature), and presents implications for practice and further study. General findings indicate that the personal and professional lives of women educational leaders were significantly affected by the pandemic, with increased demands and limited support in both areas. Related implications include practices that support a healthy work-life balance and address the expectations affecting women educational leaders.

scholarly journals Learning to not belong: entrepreneurial learning experiences of women high-tech entrepreneurs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Elin Kubberød ◽  
Sally Jones ◽  
Inger Beate Pettersen
Keyword(s):  
Learning Experiences ◽  
Phenomenological Approach ◽  
High Tech ◽  
Strategic Decisions ◽  
Prior Learning ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Technology Sector ◽  
Qualitative Phenomenological ◽  
Experiences Of Women

PurposeThe influence of gender on high-tech entrepreneurship is of growing interest worldwide, as scholars argue that women face gendered barriers specific to this field. Although some gender-focussed research exists on the interplay of context and entrepreneurial learning, these issues have yet to be intensively studied, and the research aims to address this gap.Design/methodology/approachThe research draws upon empirical evidence from the entrepreneurial learning of nine women opportunity entrepreneurs in the high-technology sector in Norway. It employs a qualitative phenomenological approach, with retrospective and in-depth interviews to capture and analyse the entrepreneurs' lived experiences and learning histories.FindingsThe entrepreneurs in this study highlight gendered learning experiences, leading them to make conscious and strategic decisions of both alignment and resistance to negotiate their enterprise in a highly masculine sector. Their prior learning histories of not belonging seem to underpin their preparedness for entrepreneurship in the sector. Counter to prevailing theorizing, not belonging is an enabling condition, allowing women entrepreneurs to subvert and challenge a highly masculinized context. This condition empowers them to mobilize their “otherness” to create change within their own ventures and make the rules on their own terms.Originality/valueThis interdisciplinary research deepens the understanding of the interplay between gender, entrepreneurial learning and context through the concept of belonging and extends theorization of the gendered dynamics in entrepreneurial learning histories. The paper proposes a framework of gendered entrepreneurial learning in a masculinized industry context, which highlights important implications for future gender and entrepreneurial learning research.

scholarly journals Experiences of aspiring school principals receiving coaching as part of a leadership development programme

2020 ◽  
Vol 9 (3) ◽  
pp. 291-306
Author(s):  
Christian van Nieuwerburgh ◽  
Margaret Barr ◽  
Chris Munro ◽  
Heather Noon ◽  
Daniel Arifin
Keyword(s):  
Leadership Development ◽  
School Principals ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Teaching Profession ◽  
Development Programme ◽  
Leadership Coaching ◽  
Structured Interviews ◽  
Content Type ◽  
One To One

PurposeThis paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.Design/methodology/approachThis study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.FindingsThis paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.Research limitations/implicationsThe findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.Practical implicationsThe findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.Originality/valueThis paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.

A thematic analysis of the experience of educational leaders introducing coaching into schools

2018 ◽  
Vol 7 (4) ◽  
pp. 343-356 ◽  
Author(s):  
Dirk Posthumus Anthony ◽  
Christian J. van Nieuwerburgh
Keyword(s):  
Cultural Change ◽  
Thematic Analysis ◽  
Personal Growth ◽  
School Leaders ◽  
Educational Leaders ◽  
Phenomenological Approach ◽  
Structured Interviews ◽  
Effect Change ◽  
Content Type ◽  
Conflicting Demands

Purpose Schools are traditionally hierarchical organisations with headteachers holding significant influence to effect change. The purpose of this paper is to present the findings of an investigation into the experiences of school leaders introducing coaching cultures into their schools. Design/methodology/approach This study adopts a phenomenological approach. In total, 20 face-to-face, semi-structured interviews were conducted with headteachers and deputy headteachers in the UK. Thematic analysis was used to code the data and identify themes. Findings The paper reports on six themes based on the experiences of school leaders who participated in this study: personal beliefs about coaching are influenced by prior experiences; frustration about the pace of change; pressure of conflicting demands; feelings of isolation; the need for confidence to see the process through; and experiencing personal growth. The findings of this study shed light on the experience that school leaders may face when introducing coaching initiatives. Research limitations/implications These findings are unique to the participants of this study and therefore not representative of a general population of educational leaders. Further research into factors that can influence the successful introduction of coaching initiatives into educational settings is recommended. Practical implications The paper includes implications for school leaders who wish to introduce coaching initiatives into their educational contexts. It is argued, for example, it is helpful for school leaders to reflect on their own beliefs about coaching before initiating cultural change within their schools. Originality/value This paper fulfils an identified need to understand leadership experiences in relation to coaching in schools. This understanding will support policy makers and school leaders interested in embedding coaching cultures within schools.

Black Women: Perceptions and Enactments of Leadership

2019 ◽  
Vol 30 (2) ◽  
pp. 146-165
Author(s):  
Tiffany S. Aaron
Keyword(s):  
Black Women ◽  
Women Leaders ◽  
School Leadership ◽  
Women Principals ◽  
Student Centered ◽  
Black Women Leaders ◽  
Depth Interview ◽  
Black Women Principals ◽  
Perceptions Of Leadership ◽  
Principals Perceptions

This critical in-depth interview study examined four Black women principals’ perceptions, descriptions, and enactments of school leadership as it relates to their intersectional identities as being both Black and women. The tenets of Black feminist epistemology and the theory of intersectionality form the conceptual framework of this study. Research demonstrates that Black women leaders’ multiplicative identity as Black and women influences their experiences and perceptions of leadership. The principals’ perceptions of school leadership developed into several categories and two themes: student-centered leadership and perceptions of racial stereotypes and deconstructing perceptions about Black women.

“The cut and thrust of industrial relations” – bullying by another name?

2018 ◽  
Vol 33 (1) ◽  
pp. 2-13 ◽  
Author(s):  
Pat Drake
Keyword(s):  
Women Leaders ◽  
Industrial Relations ◽  
Illustrative Case ◽  
University Leadership ◽  
Public Identity ◽  
Content Type ◽  
Female Self ◽  
Emotional Work ◽  
Differences Of Opinion ◽  
A Site

Purpose The purpose of this paper is to offer a feminography, that is a “narration of a female self in a feminist age” (Abrams, 2017) by presenting a conceptual analysis, derived from experience, of email providing a form of discourse – that the author calls finger-speak – through which unexamined gender positioning caricatures a person’s identity. In so doing, the paper provides an illustrative case of a female manager being positioned through email to “know her place, perform it and feel it” (Hey, 2011). Design/methodology/approach An analysis of email foregrounds “finger-speak” as a form of digital conversation and through which people in universities may be positioned publicly but without their consent in relation to unexamined norms and assumptions. For women, it is argued, these norms are ageist and sexist. In this paper, fragments of finger-speak are collated to provide a reading of how mixing gendered norms with apparent differences of opinion constructs, via unexamined sexism, a public identity and then undermines it. Findings Through the case presented, the author argues that, because of a shared but unarticulated shadow over women as leaders, email lays the ground for subsequent scapegoating in such a manner that the woman takes responsibility for structural challenges that rightly belong to the organisation. Originality/value The contribution that email makes to constructing female identity in public is new, complementing other work that publicly characterises women leaders, through film (Ezzedeen, 2015), and through published writing such as autobiography (Kapasi et al., 2016). Emotional work undertaken by women in university leadership is so far under-represented in public, and email is a site through which this work becomes visible.

scholarly journals The experiences of women with breast cancer who undergo fertility preservation

2021 ◽  
Vol 2021 (2) ◽  
Author(s):  
T Dahhan ◽  
F van der Veen ◽  
A M E Bos ◽  
M Goddijn ◽  
E A F Dancet
Keyword(s):  
Breast Cancer ◽  
Fertility Preservation ◽  
Conflicts Of Interest ◽  
Medical Center ◽  
Academic Medical Center ◽  
Psychosocial Care ◽  
Phenomenological Approach ◽  
Starting Point ◽  
Competing Interest ◽  
Experiences Of Women

Abstract STUDY QUESTION How do women, who have just been diagnosed with breast cancer, experience oocyte or embryo banking? SUMMARY ANSWER Fertility preservation was a challenging yet welcome way to take action when confronted with breast cancer. WHAT IS KNOWN ALREADY Fertility preservation for women with breast cancer is a way to safeguard future chances of having children. Women who have just been diagnosed with breast cancer report stress, as do women who have to undergo IVF treatment. How women experience the collision of these two stressfull events, has not yet been studied. STUDY DESIGN, SIZE, DURATION We performed a multicenter qualitative study with a phenomenological approach including 21 women between March and July 2014. Women were recruited from two university-based fertility clinics. PARTICIPANTS/MATERIALS, SETTING, METHODS Women with breast cancer who banked oocytes or embryos 1–15 months before study participation were eligible. We conducted in-depth, face-to-face interviews with 21 women, which was sufficient to reach data saturation. MAIN RESULTS AND THE ROLE OF CHANCE The 21 women interviewed had a mean age of 32 years. Analysis of the 21 interviews revealed three main experiences: the burden of fertility preservation, the new identity of a fertility patient and coping with breast cancer through fertility preservation. LIMITATIONS, REASONS FOR CAUTION Interviewing women after, rather than during, fertility preservation might have induced recall bias. Translation of quotes was not carried out by a certified translator. WIDER IMPLICATIONS OF THE FINDINGS The insights gained from this study of the experiences of women undergoing fertility preservation while being newly diagnosed with breast cancer could be used as a starting point for adapting the routine psychosocial care provided by fertility clinic staff. Future studies are necessary to investigate whether adapting routine psychosocial care improves women’s wellbeing. STUDY FUNDING/COMPETING INTEREST(S) None of the authors in this study declare potential conflicts of interest. The study was funded by the Center of Reproductive Medicine of the Academic Medical Center.

Cultural orientation, perceived support and participation of female students in formal entrepreneurship in the sub-Saharan economy of Ghana

2019 ◽  
Vol 11 (3) ◽  
pp. 299-322 ◽  
Author(s):  
Alex Anlesinya ◽  
Oluwayemisi Ajoke Adepoju ◽  
Ulf Henning Richter
Keyword(s):  
Support System ◽  
Power Distance ◽  
Cultural Orientation ◽  
Female Students ◽  
Perceived Support ◽  
Content Type ◽  
Cultural Orientations ◽  
Sub Saharan ◽  
Ghanaian Women

Purpose This purpose of this paper is to examine cultural orientations and intention of Ghanaian women to engage in entrepreneurship while assessing the role of perceived support system. The aim is to contribute to the literature in the sub-Saharan African context where women entrepreneurs are generally under-researched, despite their increasing significant roles in socio-economic development in the continent even in the face of huge cultural barriers. Design/methodology/approach The study uses a hierarchical regression analysis and Hay’s PROCESS moderation technique to analyze survey data from 190 female students from Ghana, Africa. Findings The results indicate that uncertainty avoidance and power distance cultural orientations have significant positive and negative effects, respectively, on women’s participation in formal entrepreneurship. However, collectivism and masculine cultural orientations do not have any effect on their intention to engage in formal entrepreneurial activity. The study further shows that perceived support system has a buffering effect on the destructive consequences of power distance culture on formal entrepreneurship intentions. On the contrary, perceived support does not moderate the relationship between uncertainty avoidance, collectivism and masculine cultural and formal entrepreneurial intention. Practical implications Given the fact that most African governments are making efforts to accelerate the growth and development of their economies via entrepreneurship and economic empowerment, this study’s findings encourage stakeholders to implement measures to leverage on the positive dimensions of cultures to facilitate the development of formal entrepreneurship among Ghanaian women while mitigating the negative consequences of cultural practices. The findings further highlight the need to evaluate the current level of support given to women in Ghana. The study suggests that provision of sufficient level of support can make women more willing to challenge the status quo in power distance cultures and take personal initiatives, thereby leading to more formal entrepreneurial actions. Originality/value This study is a significant addition to women entrepreneurship literature because the role of culture in females’ intention to participate in entrepreneurship is generally an under-researched area. Besides, our examination of national cultural variation at the individual level on formal entrepreneurship intention in a heterogeneous setting is novel. The study also highlights the buffering roles of perceived support on the destructive consequences of power distance cultural orientation on formal entrepreneurial development among women.

Collaboration strategies for a transition economy: measuring culture in Albania

2014 ◽  
Vol 21 (1) ◽  
pp. 78-103 ◽  
Author(s):  
Narasimha Rao Vajjhala ◽  
Kenneth David Strang
Keyword(s):  
Nonprofit Organizations ◽  
National Culture ◽  
Transition Economy ◽  
Factor Model ◽  
Five Factor Model ◽  
Content Type ◽  
Foreign Government ◽  
Norms And Values ◽  
The Usa ◽  
Private Corporations

Purpose – The researchers in this study reviewed the literature to locate the most relevant multicultural theories, factors, and instruments in order to measure Albania's national culture. The paper aims to discuss these issues. Design/methodology/approach – An innovative combination of exploratory and confirmatory factor analysis was used to fit the multicultural construct to the sample data and then estimate the national culture (n=73). The multicultural indexes were calculated for five generally accepted national culture factors to compare with the benchmarks published in the literature. Findings – The multicultural indexes were calculated for five generally accepted national culture factors to compare with the benchmarks published in the literature. An asymmetric plot was created for critical comparison of Albania with five other theoretically selected countries, using the indexes for PDi, ICi, MFi, UAi, and LTi. Albania was found to be most similar to its Balkan and Turkish neighbors, as compared with Asian or Western cultures such as that of the USA. Research limitations/implications – The researchers discussed the implications of knowing Albania's national culture profile with reference to how other countries might collaborate and transact with this emerging transition economy. Practical implications – From a business standpoint, the multicultural indexes for Albania provide general indicators of the national beliefs, norms and values, which foreign organizations may compare to their own cultural profile when interacting with professionals in this country. The best use for such indexes is for benchmarking and comparison. Foreign government, private corporations, or nonprofit organizations may compare their own culture profile with that of Albania to be aware of the similarities and differences. Originality/value – Albanian national culture was estimated for the first time in the literature, using a five-factor model adapted from the work of Hofstede.

Emotion display and suppression among Arab and Jewish assistant principals in Israel

2018 ◽  
Vol 3 (3) ◽  
pp. 173-191 ◽  
Author(s):  
Khalid Arar ◽  
Izhar Oplatka
Keyword(s):  
Emotion Regulation ◽  
Emotional Expression ◽  
Assistant Principals ◽  
Design Methodology ◽  
Practical Knowledge ◽  
Educational Leaders ◽  
Structured Interviews ◽  
Content Type ◽  
Personal Needs ◽  
Teachers And Parents

Purpose It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work. Design/methodology/approach Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society. Findings Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward. Originality/value The paper is original and contributes to the theoretical and practical knowledge.

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