Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

2021 ◽  
pp. 153448432110407
Author(s):  
Ague Mae Manongsong ◽  
Rajashi Ghosh
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women Leaders ◽  
Women Of Color ◽  
Impostor Phenomenon ◽  
Developmental Relationships ◽  
Developmental Network ◽  
Positive Identity ◽  
Key Barrier ◽  
Developmental Support

Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.

Mentoring and Supervision for Women of Color Leaders in North American Higher Education

2020 ◽  
Vol 5 (1) ◽  
pp. 18-45
Author(s):  
Elena Sandoval-Lucero ◽  
Tamara D. White ◽  
Judi Diaz Bonacquisti
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Women Leaders ◽  
Women Of Color ◽  
Cultural Theory ◽  
Professional Lives ◽  
Supervisor Training ◽  
Cultural Wealth ◽  
Black Women Leaders ◽  
Mutual Empowerment

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.

Mentoring and Supervision for Women of Color Leaders in North American Higher Education

2021 ◽  
pp. 358-381
Author(s):  
Elena Sandoval-Lucero ◽  
Tamara D. White ◽  
Judi Diaz Bonacquisti
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Women Leaders ◽  
Women Of Color ◽  
Cultural Theory ◽  
Professional Lives ◽  
Supervisor Training ◽  
Cultural Wealth ◽  
Black Women Leaders ◽  
Mutual Empowerment

Reflecting on their mentoring and supervision experiences as Latina and Black women leaders in higher education, this article proposes that Women of Color employees are more effective when supervisors give them space to draw upon their own rich histories and cultural wealth in their professional lives. Viewed through the lens of Relational Cultural Theory, which grew out of the work of Jean Baker Miller and colleagues providing culturally relevant, affirmative supervision is a growth-fostering experience for both employee and supervisor. The tenants of RCT include authenticity, growth-fostering relationships, mutual empathy, and mutual empowerment as aspects of supervision that are particularly effective for employees with multiple intersected identities working in higher education spaces. The authors make recommendations for supervisor training that would allow supervisors to draw upon the cultural capital of their diverse employees to provide healing from oppression and build resilience through validation of cultural assets and approaches to leadership.

Networking to Leadership in Higher Education

2011 ◽  
Vol 14 (1) ◽  
pp. 62-78 ◽  
Author(s):  
Josefina Castillo Baltodano ◽  
Susan Carlson ◽  
Leah Witcher Jackson ◽  
Wanda Mitchell
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Leadership Training ◽  
Women Of Color ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership In Higher Education ◽  
American Council On Education ◽  
Regional Leadership ◽  
Training And Support

The Problem. Women continue to be underrepresented in the leadership of higher education, a particularly pressing problem given the aging of college presidents and growing numbers of women students. The Solution. The American Council on Education and its Office of Women in Higher Education (OWHE) provide leadership training and support to thousands of women interested in leadership in higher education through a state-based, volunteer network; women of color summits and training; and national and regional leadership forums. The primary purpose of this article is to highlight the structure of these OWHE-supported leadership development programs and networks. The Stakeholders. These leadership development programs provide solutions for higher education institutions seeking to provide leadership training for their women leaders. The programs, structures, and strategies highlighted offer a model for consideration by HRD and leadership development professionals charged with diversifying leadership in other professions, business, and industry.

Developing Women Leaders on Campus

2011 ◽  
Vol 14 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Denise A. Bonebright ◽  
Anitra D. Cottledge ◽  
Peg Lonnquist
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women Leaders ◽  
System Level ◽  
University Of Minnesota ◽  
Leadership Development Programs ◽  
Women's Centers ◽  
Women's Center ◽  
The University ◽  
Ongoing Assessment

The Problem. Despite significant gains in the number of women leaders in higher education, there are still challenges for developing women leaders in higher education. The Solution. Effective collaboration between women’s centers and other campus organizations that support women’s leadership can provide opportunities to overcome these barriers. This article presents leadership development programs offered by the Women’s Center at the University of Minnesota, focusing on those facilitated in partnership with the university’s Office of Human Resources. Several lessons emerged from the review: the value of collaborative relationships, the importance of emphasis on individual and system-level leadership, and the need for ongoing assessment and evaluation of the climate for women leaders within postsecondary institutions. The Stakeholders. These lessons, and the principles used in implementing them, reveal practices that may be useful for other Women’s Centers, HR departments, and internal and external entities who seek to develop more women leaders in higher education.

Pathways to the Presidency: Biographical Sketches of Women of Color Firsts

2007 ◽  
Vol 77 (1) ◽  
pp. 1-38 ◽  
Author(s):  
CAROLINE SOTELLO VIERNES TURNER
Keyword(s):  
Higher Education ◽  
Native American ◽  
Leadership Development ◽  
Asian American ◽  
Race And Ethnicity ◽  
Women Of Color ◽  
Mexican American ◽  
University Presidents ◽  
The United States ◽  
Biographical Sketches

According to recent data, only 3 percent of all college and university presidents are women of color. While the numbers remain disturbingly low, some of these women of color are making history as the "first" of their gender, race, and ethnicity to become president of a public, baccalaureate degree–granting college or university. In this article, Caroline Sotello Viernes Turner presents biographical sketches of three of these women. They are acknowledged to be the first Mexican American, Native American, and Asian Pacific/Asian American women who are presidents of such colleges in the United States. Women from these respective racial and ethnic groups have become university presidents only recently. Using in-depth interviews and cross-case comparisons, the author examines the paths these women presidents have taken and how their narratives contribute important information about women of color in higher education administration. She asserts that from their stories we can learn about the "pathway to the presidency" these women have helped to forge, about the ways universities can help support the leadership development of women of color, and about how to foster leadership in other women of color who aspire to be college presidents. Turner concludes that these women of color "firsts" continue to make important contributions to the field of higher education, and to pave the way for other women.

scholarly journals Book Review: Higher Education, Leadership and Women Vice Chancellors

2016 ◽  
Vol 7 (1&2) ◽  
Author(s):  
Pamela L. Eddy
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Women Leaders ◽  
The United States ◽  
Leadership Positions ◽  
Doctoral Studies ◽  
Vice Chancellor ◽  
College Leaders ◽  
Underrepresentation Of Women ◽  
Vice Chancellors

The paucity of women leaders in higher education continues despite advancement by women in other fronts of the educational pipeline.  Today, more women are attending and graduating from college in the United States, but something occurs en route to the top-level leadership positions in these same college settings.  The portrait of college leaders continues to consist of White men, as it has since the initial founding of universities.  Paula Burkinshaw analyzes the situation of the missing women leaders in the United Kingdom, specifically in the position of Vice Chancellor.  Burkinshaw’s long career in leadership development in university settings initially provided her with an awareness of the underrepresentation of women in top leadership positions.  As she began her doctoral studies, she had an opportunity to ask “where are the women?”  Her book builds on her dissertation research, which involved one-on-one interviews with 18 women who were vice chancellors.

Validation of the Clance Impostor Phenomenon Scale With a Sample of Women of Color

2018 ◽  
Author(s):  
Cassandra L. Hinger ◽  
Kimber Shelton ◽  
Caleb N. Chadwick ◽  
David G. Zelaya ◽  
Laura Colbourne ◽  
...  
Keyword(s):  
Women Of Color ◽  
Impostor Phenomenon

A phenomenological inquiry into the influence of crucible experiences on the leadership development of Black women in higher education senior leadership

2021 ◽  
pp. 174114322110194
Author(s):  
Nuchelle L Chance
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Black Women ◽  
Black People ◽  
Senior Leadership ◽  
Women In Higher Education ◽  
Childhood Experiences ◽  
Phenomenological Inquiry ◽  
Adverse Experiences ◽  
Verbal Assault

Supported by the Crucibles of Leadership theory, this article explores how adverse experiences influence the leadership development of Black women in higher education senior leadership. I use phenomenology to explore how these leaders’ adverse lived experiences manifested as transformative crucible experiences with resilience, thus promoting leadership development. Black people have been continuously subject to adversity, while Black women have overcome the compounded adversities resulting from their intersectional identities. Reported lived adversities included physical, sexual, and verbal assault and abuse, adverse childhood experiences such as growing up in poverty, being raised by single parents, being subject to bullying, losing loved ones, discrimination, and health issues. Black women are resilient, and education has proven to be a lifeline regarding adversity, thus promoting leadership capabilities. They use adversity as fuel to overcome adverse crucible experiences, thus developing the necessary skills to prepare them for leadership. The results further reveal that Black women in higher education senior leadership experienced significant adverse experiences that manifested as crucible experiences by overcoming adversity. The findings reveal an association between their ability to develop the necessary leadership skills to advance their career and their lived adverse experiences.

scholarly journals Roles of female leaders of educational in Vietnam National University

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Nguyen Duc Huy ◽  
Nguyen Huu Chung ◽  
Nguyen Trung Kien
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Leadership Styles ◽  
Women Leaders ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Female Leaders ◽  
Leadership In Higher Education ◽  
Vietnamese Higher Education ◽  
National University

In order to understanding the increasing number of women leaders in Vietnamese higher education. The research was a qualitative study using a narrative inquiry research design as a means to elicit the lived experience of some respected female educational leaders. However, a higher of males leader than females still fills senior management roles in Vietnamese higher education.  This study explores of perspective the leadership styles of women leaders who want to positions of leadership in higher education. Most of the female leaders have not leadership training at any school, so their leadership and management by experiences.The identification of important factors effect on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Vietnamese higher education. Research will focus on interview as method for exploring thestories offemale educational leaders in Vietnam National University, Hanoi (VNU). The role of female leaders in changing, developing and perfecting valuable structures. Exploring these stories will demonstrate and can be understood the leadership styles of female leader in at VNU.

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