Leadership, identity, and intersectionality

Whether chief executive officer (CEO) turnover can improve top management team (TMT) creativity is an important issue that remains to be solved. Based on the theoretical background of CEO turnover, team creativity, and cross-cultural context, this study proposes a theoretical model to answer the question and introduces leadership identity as a moderator simultaneously. The multiple regression analysis of data obtained from 903 executives in 104 top management teams revealed CEO voluntary resignation/internal succession pattern, CEO voluntary resignation/external succession pattern, and CEO forced resignation/internal succession pattern separately had a significant positive impact on TMT creativity in a cross-cultural context; leadership identity partially moderated the relationship between CEO turnover and TMT creativity. According to these findings, only three patterns of CEO turnover could promote TMT creativity, and leadership identity enhanced the positive effects of CEO voluntary resignation/internal succession pattern, CEO voluntary resignation/external succession pattern, and CEO forced resignation/internal succession pattern on TMT creativity in a cross-cultural context. These made up for the lack of theoretical research on the relationships among CEO turnover, TMT creativity and leadership identity, which could provide the scientific guidance to conduct the CEO turnover practice and improve TMT creativity in a cross-cultural context.

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How School Leaders Can Gain Role Clarity and Grow Their Leadership Identity?

Research in Educational Administration & Leadership ◽

10.30828/real/2020.2.7 ◽

2020 ◽

Vol 5 (2) ◽

Keyword(s):

School Leaders ◽

Role Clarity ◽

Leadership Identity

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Double Punch to the Glass Ceiling: Career Experiences and Challenges of Ethnic Minority Female Athletic Directors

Women in Sport and Physical Activity Journal ◽

10.1123/wspaj.2020-0013 ◽

2021 ◽

Vol 29 (1) ◽

pp. 20-28

Author(s):

Natalie M. Welch ◽

Jessica L. Siegele ◽

Robin Hardin

Keyword(s):

Predominantly White ◽

Ethnic Minority ◽

Athletic Directors ◽

Collegiate Athletics ◽

Predominantly White Institutions ◽

Leadership Identity ◽

Collegiate Sports ◽

Professional Networks ◽

White Institutions ◽

Semistructured Interviews

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.

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Understanding teacher leadership identity: the perspectives of Chinese high school teachers

International Journal of Leadership in Education ◽

10.1080/13603124.2021.2006792 ◽

2021 ◽

pp. 1-18

Author(s):

Peng Liu ◽

Qi Xiu ◽

Lifang Tang ◽

Yujiao Zhang

Keyword(s):

High School ◽

Teacher Leadership ◽

High School Teachers ◽

School Teachers ◽

Leadership Identity

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The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

Educational Management Administration & Leadership ◽

10.1177/17411432211038012 ◽

2021 ◽

pp. 174114322110380

Author(s):

Andrea Carrasco ◽

María E Díaz

Keyword(s):

Social Justice ◽

Life History ◽

Academic Research ◽

Leadership Positions ◽

Leadership Identity ◽

Self Recognition ◽

History Of ◽

Identity Based

Recent academic research highlights the role of leadership identity when thinking about the improvement of the educational field. Based on this research, this article aims to identify and analyze the elements that affect the development of leadership identity in female school principals within the Chilean context. This is achieved by working from a biographical-narrative approach, specifically from the life history technique. This analysis emerges from a considerate reflection on the teachings, and personal and professional milestones highlighted in the biogram. Both personally and professionally, a multiplicity of elements is observed in the life history of María Eliana, influencing the development of her leadership identity, particularly highlighting her self-recognition as a woman. This identity is oriented towards social justice, based on socio-emotional tools such as care, empathy, and participation; and understands and values the role these elements must take in Chilean education. The case study presents tensions for the Chilean educational system, which must be able to address the complexities that women experience while holding leadership positions, especially when challenged with the perspective that school is an inclusive space of social justice.

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The role of the officers’ mess in inclusive military leader social identity construction

Leadership ◽

10.1177/17427150211063675 ◽

2021 ◽

pp. 174271502110636

Author(s):

Edward Gosling

Keyword(s):

Identity Construction ◽

Military Leader ◽

Leadership Identity ◽

Leader Identity ◽

The Past ◽

Legal Traditions ◽

Shared History ◽

Integral Feature

Leadership is fundamentally a social phenomenon, and a leader’s legitimacy in personal and social terms is determined partly by how effectively they incorporate the prototypical leader identity. Using the historical British officers’ mess as a case study, this article presents a conceptual examination of the function place can perform in the construction of collective leader identities and the interconnected influence shared history, materiality and social interaction can have in encouraging inclusivity in leadership. Leadership identity is an integral feature of military life which has historically drawn on complex cultural and legal traditions to underwrite the individual’s right to command. This article will argue that social places such as the officers’ mess have been utilised as a means of cultivating cohesion in the past and that they may have an application in furthering inclusive collective leader identities in the future.

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