scholarly journals The Lived Experiences of Female Leaders in Two University Settings: Perceived Supports, Barriers, and Challenges

2018 ◽  
Author(s):  
Brittany Ashley Eugenia Jakubiec
Keyword(s):  
Leadership Development ◽  
Women Leaders ◽  
Social Constructivism ◽  
Lived Experiences ◽  
Standpoint Theory ◽  
Professional Lives ◽  
Leadership Positions ◽  
Phenomenological Research Design ◽  
University Leaders ◽  
Over Time

The dearth of women in higher education both as full professors and senior administrators is alarming, and the factors impeding their entrance and limiting their advancement are relatively unknown. The purpose of this research was to document the lived experiences of women leaders who were full professors or who held senior leadership positions in two universities in Atlantic Canada. I researched the perceived supports, challenges, and barriers that women leaders faced in their professional lives, as well as the influence of gender in their leadership positions. I approached the research from a social constructivism standpoint and utilized a phenomenological research design. I used standpoint theory to analyze the data. Data sources included two interviews with each participant and a seven-day leadership journal from each participant. Women noted multiple supports, challenges, and barriers in their personal and professional lives. Supports include husbands, mentors, workshops, and networking. Challenges and barriers included children, colleagues, work/life conflicts, invisibility, and a lack of leadership development programs. Findings indicated that gender equality has not been achieved in the postsecondary setting, and gendered expectations, sexism, and discrimination remain strong barriers for women. Applying standpoint theory, the social location of the participants impacted their lives, opinions, and views of leadership in postsecondary institutions. Their lived realities and experiences changed over time as the academic and institutional culture changed over time, and, as such, their views about women and leadership were altered. Implications of this work are that university leaders need to create supports for women and make them easily accessible, and create a women-friendly environment that will increase the ease with which women can enter, advance, and succeed in the institution.

Norwegian and French Women in high Leadership Positions

1993 ◽  
Vol 17 (4) ◽  
pp. 409-429 ◽  
Author(s):  
Erika Apfelbaum
Keyword(s):  
Women Leaders ◽  
Role Model ◽  
Total Sample ◽  
Social Identities ◽  
Professional Lives ◽  
Cultural Perspective ◽  
Leadership Positions ◽  
Gender Consciousness ◽  
Semistructured Interviews ◽  
Different Cultures

This analysis of 50 French and Norwegian women in high positions of leadership stresses how gendered relations structuring private and professional lives will vary in different cultures according to their socio-historical contexts. The specific contexts of two Western European democracies, France and Norway, reveal a number of differences impacting on the careers and the construction of the personal and social identities of women leaders. Interviews were held with French women who (a) assumed pioneering leadership positions in the 1970s ( n = 10) and (b) who followed in the 1980s ( n = 20) and with Norwegian women leaders ( n = 20). Sixty percent of the total sample had held posts as cabinet or subcabinet ministers. Illustrations from their narratives, collected through semistructured interviews about their personal and professional itineraries, are used to discuss a number of questions from a comparative cultural perspective: the sense of double marginality, extraneity, lack of entitlement and vulnerability; role-model legitimation; feminism and the women's movement; political parity/mixity; gender consciousness and solidarity; and family and female—male interactions.

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.

scholarly journals Women in oncology pharmacy leadership: A white paper

2019 ◽  
Vol 26 (1) ◽  
pp. 175-186
Author(s):  
Alexandra Shillingburg ◽  
Laura B Michaud ◽  
Rowena Schwartz ◽  
Jaime Anderson ◽  
David W Henry ◽  
...  
Keyword(s):  
Leadership Development ◽  
White Paper ◽  
Gender Disparity ◽  
Professional Organizations ◽  
Leadership Roles ◽  
Leadership Positions ◽  
Call To Action ◽  
Current State ◽  
Key Issues ◽  
Development Committee

Gender disparity exists in leadership roles within healthcare. While the majority of the healthcare workforce is comprised of women, significantly fewer women occupy leadership positions, particularly at executive and board levels. As the field of oncology pharmacy continues to rapidly expand and evolve, an assessment of the current state of women in oncology pharmacy leadership roles is vital to the growth and development of the profession. In the fall of 2017, the Hematology/Oncology Pharmacy Association (HOPA) hosted a summit to explore leadership issues facing women in oncology pharmacy which have the potential to affect our membership and our profession. This meeting included invited participants from across the fields of oncology and pharmacy and was part of HOPA’s strategic leadership initiative developed through the work of the HOPA Leadership Development Committee in 2016. This promotes a primary goal of HOPA, which is to support oncology pharmacists as they assume leadership roles within their practices and within healthcare to assure oncology pharmacy is integrated into cancer care. The purpose of this white paper is to (1) summarize key issues that were identified through a membership survey; (2) review ongoing efforts to address the needs of female oncology pharmacists in leadership development; (3) serve as a call to action for individuals and professional organizations to assist with and disseminate these efforts and highlight available resources, and (4) to provide practical steps to meet the needs of individuals, training programs, and institutions/employers.

scholarly journals Leadership Pathways in Academic Family Medicine: Focus on Underrepresented Minorities and Women

2020 ◽  
Vol 52 (2) ◽  
pp. 104-111 ◽  
Author(s):  
Catherine Coe ◽  
Cleveland Piggott ◽  
Ardis Davis ◽  
Mary N. Hall ◽  
Kristen Goodell ◽  
...  
Keyword(s):  
Leadership Development ◽  
Family Medicine ◽  
Department Chairs ◽  
Task Force ◽  
Gender Diversity ◽  
Medical Student Education ◽  
Underrepresented Minorities ◽  
Leadership Positions ◽  
Development Programming ◽  
And Gender

Background and Objectives: Leadership positions in academic medicine lack racial and gender diversity. In 2016, the Council of Academic Family Medicine (CAFM) established a Leadership Development Task Force to specifically address the lack of diversity among leadership in academic family medicine, particularly for underrepresented minorities and women. approach: The task force was formed in August 2016 with members from each of the CAFM organizations representing diversity of race, gender, and academic position. The group met from August 2016 to December 2017. The task force reviewed available leadership development programming, and through consensus identified common pathways toward key leadership positions in academic family medicine—department chairs, program directors, medical student education directors, and research directors. consensus development: The task force developed a model that describes possible pathways to several leadership positions within academic family medicine. Additionally, we identified the intentional use of a multidimensional mentoring team as critically important for successfully navigating the path to leadership. Conclusions: There are ample opportunities available for leadership development both within family medicine organizations and outside. That said, individuals may require assistance in identifying and accessing appropriate opportunities. The path to leadership is not linear and leaders will likely hold more than one position in each of the domains of family medicine. Development as a leader is greatly enhanced by forming a multidimensional team of mentors.

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.

Chapter 13: Two narratives of professional identity in eikaiwa

2020 ◽  
pp. 139-148
Author(s):  
Patrick Kiernan
Keyword(s):  
Identity Development ◽  
Professional Identity ◽  
Lived Experiences ◽  
Japanese Society ◽  
Professional Lives ◽  
Professional Identity Development ◽  
Teacher Narratives

In this chapter, Patrick Kiernan presents two very different but equally complex narratives illustrating the professional identity development of long-term eikaiwa teachers. The lived experiences of these two professionals reveals a great deal about the ways in which teachers negotiate multiple desired and undesired identities over the course of their careers. The complexity found in these teacher narratives provides a convincing counter perspective to the overly simplistic and often derogatory way that the professional lives of eikaiwa teachers are framed in both the ELT field and Japanese society at large.

Disability and Dominant Leadership Models Over Time

2020 ◽  
pp. 274-293
Author(s):  
Melanie Lee
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Students With Disabilities ◽  
Personal Narrative ◽  
Student Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Models ◽  
Models Of Disability ◽  
Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

Mentoring, Sponsorship, and Gender

2020 ◽  
pp. 198-207
Author(s):  
Karen P. Burke ◽  
Lori E. Ciccomascolo
Keyword(s):  
United States ◽  
The United States ◽  
Women In Leadership ◽  
Professional Lives ◽  
Leadership Roles ◽  
Leadership Positions ◽  
College And University ◽  
Education Careers ◽  
The Status ◽  
And Gender

The lack of women in leadership roles is a systemic problem in the United States and is not unique to the field of education; however, it is important to continue to challenge the status quo and provide a path for women to achieve equality and equity in the workplace. The following chapter will identify and discuss the importance of mentoring and sponsorship so that women pursuing education careers, novice women teachers, and women college, and university faculty and staff can actively and better position themselves to move into leadership positions and/or ensure a “seat at the table” in situations where decisions are made that affect their personal and professional lives.

Women in Strategic Leadership and Management

2017 ◽  
pp. 1192-1204
Author(s):  
Eleanor Su-Keene
Keyword(s):  
Leadership Development ◽  
Development Strategy ◽  
Career Planning ◽  
Organizational Level ◽  
Strategic Leadership ◽  
Leadership Positions ◽  
Home Life ◽  
Leadership Success ◽  
Gendered Roles ◽  
Managerial Positions

Historically, strategic leadership positions and roles have been predominately male-oriented. This comprehensive review of contemporary and historical literature shows that gendering of leadership positions and organizations affect women's leadership success. First, societal pressures and gendered roles make it difficult for women to balance work and home life. Unlike male counterparts, women are usually unable to delegate familial responsibilities making it difficult for women to obtain, maintain, and ascend leadership and managerial positions. Second, gender specific leadership styles are evaluated differently due to the perceived masculinity of both leadership positions and the organizational environment. This chapter adopts Hopkins, O'Niel, Passarelli, and Bilimoria's (2008) leadership development strategy for women by attending to seven specific developmental categories: assessment, training and education, coaching, mentoring, networking, experiential learning, and career planning. Given that effective leadership development results in organizational success, the strategies proposed is an attempt to decrease some of the issues barring women from leadership success and in turn, increase success at the organizational level.

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