Advancing Women in Leadership Journal
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Stories of Generational Leadership: Women Higher Education Administrators Voices
Get PDFResearch focused on women in higher education is often conducted from a monolithic perspective of women. Few studies haveinvestigated differences among and between women and the influences impacting such differences. Generational differences ofindividuals can influence values and preferences (Arsenault, 2004) as well as impact the organizational functioning of collegesand universities in the United States. Therefore, this mixed-method study explored these differences among femaleadministrators in higher education. Quantitative analysis indicated generational differences in managerial practices amongfemale leaders. However, more similarities than differences among the generational cohorts were discovered in the qualitativeanalysis. Implications for practice midlevel women administrators in student affairs are discussed
Experiences of Hijabi Women: Finding a Way Through the Looking Glass for Muslim Americans
Get PDFThe purpose of this study was to describe the experiences of Muslim women who wear the hijab, their perceptions of the how wearing the hijab impacted their relationships, identity formation and cultural adaptation in the American workplace. Through the analysis of qualitative data, this exploratory phenomenological study investigated the lived experiences of Muslim women to gain an understanding of how the wearing of the hijab impacted cross-cultural interactions, how they maintained their personal and social identities, coped with stress, and perceived discrimination and feelings of isolation. Qualitative interviews with seven participants were conducted in the U.S. and the results varied
A Career Advising Analysis of the Motivations and Personalities of Highly Successful Women Business Owners
Get PDFThere has been a sizable movement of American women into business ownership in recent years. One researcher stated in 1993 women were initiating businesses at twice the rate of men (Buttner, 1993). According to the U. S. Labor Department October 1999 website, women were starting businesses in the US at a rate of 350,000 to 400,000 a year between 1987 and 1996. With such growth through the year 2010, there will be approximately four to five million female owned businesses added to the American economy. Combined with the estimated 1999 total of eight and one-half million, there could be between 12 to 13 million women entrepreneurs in the US by the end of this decade.
This statistical possibility speaks well for women achieving more financial independence. However, broad issues arise as a result of this extraordinary social and economic trend. One of these is what will be the long-term impact, if any, on American family life. Another is how many of these new entrepreneurs will not succeed in their bid for business success, and what will be the economic and psychological costs to them and their families. There are more specific and near term issues. One of these has to do with the kind and amount of education and training this massive group of women will receive. A second near term issue involves the quality and quantity of the counseling and advising made available in the coming decade to insure these millions of women will make the best decision to undertake or not undertake the risky step of starting their own businesses. A recent study of the motivations and personalities of highly successful women business owners by the author deals directly with this last issue.
The principal objective of this paper is to report the findings of more than 50 highly successful women
Re-Constructing the Leadership Model of Social Justice for African-American Women in Education
Get PDFThe mainstream epistemology about women in educational leadership roles has been constructed, canonized, and theorized from a white hegemonic female perspective. The early literature about women as leaders include The Managerial Woman (Henning & Jardim, 1977); Men and Women of the Corporation (Kanter, 1977); Paths to Power (Josefowitz, 1980); The Androgynous Manager (Sargent, 1981); Women and Men as Leaders (Heller, 1982); In a Different Voice (Gilligan, 1982); and Feminine Leadership (Loden, 1985). This literature suggests that women lead from a different frame of reference due to their socialization process. Because of male dominated managerial customs that exist in the workplace, in some instances, they experience obstacles to leadership. Recent mainstream white female scholars like Shakeshaft (1989) and Bensimon (1989) suggest that the feminist perspective is not recognized in the leadership literature. Shakeshaft posits that women\u27s leadership experiences are generalized into one category and that the leadership discussion appears androcentric in nature. Bensimon (1989) suggests that the prevailing leadership theories do not take into account that "women experience the social world differently than men do and that this translates into a particular epistemology and a particular ethic.it translates into a different experience of leadership. gender must be taken into consideration" (Bensimon, 1989, p. 146)
School Leadership Of The 90\u27s And Beyond: A Window Of Opportunity For Women Educators
Get PDFIn the midst of thes school evolution, vacancies for principal and superintendent positions are increasingat a time when more women than men are enrolled in preparation programs for educationaladministration
Successful Women Leaders: Achieving Resiliency through Rituals and Resources
Get PDF"Women who are resilient and successful have incorporated creative rituals into their daily routines."
Stories of successful women often reflect the struggles they have overcome to reach great heights of excellence. What made the difference in these women when many others were unable to tame the demons that invaded their lives? This article examines the resiliency factor of several successful women and identifies their ability to rebound from early hardship to lead normal, fulfilling lives through the use of rituals and relationships.
GRADUATE STUDENTS\u27 DESCRIPTION OF THE IDEAL SCIENCE ADVISOR: IMPLICATIONS FOR GRADUATE WOMEN\u27S SUCCESS
Get PDFResearch indicates that doctoral students\u27 relationship with their advisor is the most important factor in the degree progress, and often the main reason for student attrition. In this study interviews with graduate students in two science departments, biology and chemistry, at a large research university were used to explore their concept of the "ideal" science research advisor and the extent to which their present advisor fits this ideal. Students\u27 descriptions of the ideal research advisor included many of the traits that characterize the advisor as a mentor. However, student responses also indicated that most of their advisors deviated considerably from students\u27 descriptions of the "ideal." This perception was particularly common among the female students in chemistry
Succeeding in Academia: Practical Strategies for Achieving Tenure and Promotion at Research Universities
Get PDFAchieving tenure and promotion is an integral process to becoming a member of the academy\u27s community. Tenure provides job security, ensures academic freedom, and protects faculty from institutional threats. As newcomers in the academy, women and minorities face challenges not previously encountered by their white male peers. Research indicates that in addition to scholarly, pedagogical, political, and personal issues, the tenure process for women and minorities also includes issues of gender and race. This paper provides women and minority faculty on the tenure track at research universities with practical strategies intended to facilitate their tenure and promotion process. The strategies focus on the three areas used in tenure and promotion decisions: research, teaching, and service
Black Women Employed in the Ivory Tower: Connecting for Success
Get PDFThe purpose of this article is to continue the dialogue regarding the impact of lack of critical mass and systemic racism on the success of Black women employed in higher education. While the literature suggests that it is essential for Black women to connect with one another in order to overcome the obstacles they face within the academy, the effects of systemic racism and their underrepresentation in the profession makes this recommendation extremely difficult to implement in some settings, and nearly impossible in others. Black feminist thought and critical race theory provide a theoretical framework for discussing innovative connective opportunities that promote the success of Black women working in higher education. Individual as well as institutional strategies are presented as a means to address the obstacles encountered by Black female faculty and staff in predominantly White institutions (PWIs). Implications for practice are discussed and recommendations for research are offered
"Turning Anger into Knowledge": Exploring Anger and Advocacy With Women Educators
Get PDFIn exploring the connections among gender, schooling, and knowledge, this paper draws upon bodies of work which have been examined many times. However, the purpose of this essay is to frame a new question and begin to consider the relationships between and the effects of the silencing or expression of anger in women and their work as educators. The roots of this inquiry are located in my girlhood as I witnessed the various women in my life and their relationships with anger. But the questions framed here emerge from two particular action research projects, the "Women Teaching Girls Project" and the "Exploring Gender and Knowledge Project." Each consisted of a series of retreats designed to enable educators to identify and reflect on how their gender socialization and gendered knowledge informed their educational practice. In the first of these projects, consisting only of women, the discussion of anger was prominent. While this particular project was completed several years ago, I have returned to the data from this work, as well as theoretical work on gender and anger, in order to consider the value of anger in the educational work of women