Voice Dispossession and Attributional Accommodation for Career Persistence

2022 ◽  
pp. 39-54
Author(s):  
Tricia J. Stewart ◽  
Robin Throne ◽  
Lesley Anne Evans
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Educational Leadership ◽  
Gender Equity ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Leadership Roles ◽  
Women In Higher Education ◽  
Female Leaders ◽  
Gender Parity

This chapter presents the results of a systematic review to analyze the current research since 2019 for voice dispossession as attributional accommodation among women in higher education leadership. The authors sought to quantify and categorize these attributes to better identify the verbal and nonverbal accommodations made by women in higher education leadership to extend prior critical review of gender parity and equity for these leaders. Study findings may inform higher educational leadership to better understand voice dispossession among female leaders and the resulting attributional accommodations made to improve gender equity and parity for leadership roles in higher education.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

The Barriers, Facilitators, and Solutions for Women in Educational Leadership Roles in a Chinese University

2020 ◽  
Vol 9 (1) ◽  
pp. 5-24
Author(s):  
Xintong Lu
Keyword(s):  
Educational Leadership ◽  
Gender Equity ◽  
Research University ◽  
Leadership Roles ◽  
Female Leaders ◽  
Male And Female ◽  
Chinese University ◽  
Facilitating Factors ◽  
Underrepresentation Of Women

Abstract Although women are considered to be dominant contributors in the field of education, underrepresentation of women in educational leadership is still a pervasive issue. The situation may be more critical in the Asian Chinese context, wherein the male-dominated tradition of the feudal system has been prevalent for thousands of years. This article examines the barriers faced by women in educational leadership roles in a Chinese university, and the facilitators of female educational leadership. The case study was conducted using qualitative methods, involving interviews with both male and female leaders. The findings present a range of barriers that women in the research university are now facing, facilitating factors, and ways to solve the issue. Addressing the importance of recognising the underrepresentation of women in Chinese universities also has the aim of promoting gender equity in educational leadership.

Claws and All

2019 ◽  
pp. 122-143
Author(s):  
Ursula C. Thomas ◽  
Karen W. Carter
Keyword(s):  
Higher Education ◽  
Women Of Color ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
The United States ◽  
Communication Styles ◽  
Female Leaders ◽  
Predominantly White Institution ◽  
Industrialized Nations ◽  
White Institution

Understanding why women are underrepresented in various levels of higher education leadership fields remains an important area of research. In the United States and in many industrialized nations around the world, higher education professions remain male dominated. Explanations for why women of color are not successful or are experiencing difficulty in higher education leadership professions are many and diverse. This chapter seeks to examine the discourse of Black female leaders in a predominantly White institution. The chapter will focus on types of management and communication styles that are disruptive to women of color in leadership as they lead without readily identified support in upper division administration.

Claws and All

2021 ◽  
pp. 341-357
Author(s):  
Ursula C. Thomas ◽  
Karen W. Carter
Keyword(s):  
Higher Education ◽  
Women Of Color ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
The United States ◽  
Communication Styles ◽  
Female Leaders ◽  
Predominantly White Institution ◽  
Industrialized Nations ◽  
White Institution

Understanding why women are underrepresented in various levels of higher education leadership fields remains an important area of research. In the United States and in many industrialized nations around the world, higher education professions remain male dominated. Explanations for why women of color are not successful or are experiencing difficulty in higher education leadership professions are many and diverse. This chapter seeks to examine the discourse of Black female leaders in a predominantly White institution. The chapter will focus on types of management and communication styles that are disruptive to women of color in leadership as they lead without readily identified support in upper division administration.

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