Advancing Women in Leadership Journal
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Envisioning New Forms of Praxis: Reflective Practice and Social Justice Education in a Higher Education Graduate Programs
Get PDFStudent affairs graduate programs tend to prepare individuals via theory but do not engage in dialogue that addresses how to transfer that theory into practice. In many cases, social justice issues are neglected. As student affairs scholars/practitioners and women, we find ourselves engaged in conversations with colleagues about a shared concern: entry-level student affairs professionals are not adequately prepared to survive the political environment of higher education. In an effort to illuminate our understanding of this dilemma, we focused on this shared concern with a deep interest in creating some type of actionable change within student affairs preparation programs. Our research indicates that understanding individual social action theories is intrinsic to building a community that supports diversity. Habermas (1990) speaks to the theory of "communicative action," or a process of building understanding among groups of individuals. Habermas\u27 concept of communicative action can serve as an analogy for both the instructor and the student in a student affairs graduate classroom. In accordance with this analogy, the instructor and students are oriented toward discovering their own meaning, personally and as a group, while accessing theories that are applicable in student affairs practice
Putting The Web to Work For Women A Global Electronic Networking Structure To Support Women
No full textWomen are no longer asking men if they can join the game. The Net has allowed them to route aroundmen and start their own game
Telling Stories: Examining the Views of an African-Centered Female Minority Leader
Get PDFMany educators believe that unless a determined effort is made to include cultural relevance in public school curriculums, public education will continue to fail African-American students. In fact, the quality of one\u27s experience in education and in the community is often identified as a critical determinant for gaining a foundation for higher intellectual pursuits. This article examines the beliefs of an African-centered educator as she uses her own African-centered model to empower African-American students and solve this serious problem in her community
Theorizing African American Women\u27s Leadership Experiences: Socio-Cultural Theoretical Alternatives
Get PDFLeadership is generally associated with an individual being in a position of authority, and holding a certain measure of power and influence within an organization. However, for African American women (AAW) in predominantly white organizations, race, gender, and social class may restrict the process of leadership. Rather than being mechanisms of leadership, power and influence may be means of restricting AAW\u27s leadership authority over others.Whites often use their privilege to circumvent, diminish, overrule, and control the actions of blacks in the workplace (Deitch et al., 2003). Even blacks in positions of leadership are subject to having their authority undermined. King and Ferguson (1996) suggest the presence of AAW as leaders in predominantly white organizations is in itself ambiguous in that these roles are beyond the customary expectations for black women. Although the number of AAW leaders in predominantly white organizations is increasing (Catalyst, 2004), the dilemma remains that socially constructed hierarchies of race, gender, and social class together may serve to disempower the process of leadership (Collins, 1999).Furthermore, AAW\u27s marginalized status may limit access to social connections in predominantly white organizations. Access to power as well as the freedom to exercise one\u27s own power and authority often lies in informal social networking systems (Gostnell, 1996). Lack of access to these systems may disadvantage the AAW leader\u27s ability to influence organizational processes and actions
What Women Know: Perceptions of Seven Female Superintendents
Get PDFAn anomalous concentration of female superintendents in mostly rural South Texas prompted this inquiry. South Texas faces critical shortages in personnel due to impending retirement and turnover of existing school administrators and superintendents (Wesson & Marshall, 2012). It is difficult to recruit and retain the best talent necessary to solve tough school improvement challenges""high dropout rates, high poverty, low student achievement, and complex multi-cultural issues""in high needs, Hispanic majority, primarily rural school districts (Trevino Jr., Braley, Brown, & Slate, 2008; Wesson & Marshall, 2012). Krüger (2008) stated women are stronger educational leaders than men. Females seek and obtain leadership credentials for the express purpose of impacting education for students (Young & McLeod, 2001). Schools of all sizes and levels with female administrators achieved higher student success than schools with male administrators, according to a 7000 campus Texas study, in the 2006-2007 academic year (Roser, Brown, & Kelsey, 2009). In every ethnic group, women earn more doctoral degrees in education than men; women earn bachelors and masters degrees in education in proportion to their representation in the field; and women have more years of teaching experience than men (Shakeshaft, Brown, Irby, Grogan, & Ballenger, 2007). Women also outnumber men in education administration preparation programs (Petrie & Lindauer, 2001). Yet women are not ascending to the superintendency in proportion to their representation in the education profession (Shakeshaft et al., 2007). This naturalistic study of seven female superintendents in South Texas, including leaders in large and small rural districts, illuminated perceptions and experiences of female school leadership through portraiture and lent insight into common themes of aspiration and motivation
Leadership, Women in Sport, and Embracing Empathy
Get PDFLeadership has frequently employed sport stories and metaphor to exemplify attributes and attitudes that leaders should embrace in order to succeed. Competitive sport entered educational contexts in elite British boarding schools for the very purpose of providing training for future political and corporate leaders. As such, the paradigms for leadership reproduced through sport metaphors have held on to traditional, masculine views of leadership. Yet, these paradigms are outdated and do not fit the values embraced by twenty-first century leadership concepts. New sport metaphors are needed. This article begins the task of shaping new perspectives about leadership from the sport world. Specifically, attitudes and practices of high-performance female ultrarunners provide prime examples of the new lessons for leadership, focusing on empathy as one of th
Increasing the Proportion of Female Superintendents in the 21st Century
Get PDFWith the proportion of females in the superintendency being 23% in 2012, and increasing by only 0.7% annually, it will take nearly 80 years for females to be proportionately represented in public schools. This study sample consisted of 63 female superintendents, representing 51% of the overall population of female superintendents in the 6 southeastern states where the study took place. The 6 states were chosen because each has approximately the national average of female superintendents. Female superintendents in the six southeastern states were asked what advice they would give to aspiring female superintendents and to recommend strategies for increasing the proportion of females in the superintendency. Participants offered valuable advice to aspiring female superintendents on how to navigate the system and be successful. They recommended practical strategies for attracting female candidates and increasing the proportion of females in the superintendency
Mentoring Experiences, Perceived Benefits, and Impact on Current Job Positions of African American Accountants
Get PDFThis paper examines the role of mentoring among African American accountants to contribute to our knowledge in using mentoring as a potential tool to increase diversity in the accounting profession. First, we test whether African American women have lower number of beneficial mentors than African American men to see whether they both have enough access to beneficial mentors. We then compare the supports received and the perceived benefits from mentoring between African American women and men. We test the impact of type of mentoring (formal, informal, or both) on current job positions to see which type of mentoring is more beneficial. We also test the impact of the quantity of beneficial mentors on current job positions to see whether quantity matters. In general, we find that African American women are less likely to have beneficial mentors than African American men. However, our results suggest that African American women perceived similar or better supports and perceived similar benefits from their mentors. Lastly, we find that having informal mentors and having a greater number of beneficial mentors have positive impact in the current job positions
Intersections On the Border Crossings of Black Women\u27s Standpoints
Get PDFIn our local communities people are suffering from exploitation, oppression, and social injustice. Places for sharing one another\u27s differences are scarce. Therefore, we are facing a crisis where hearts and minds remain closed to pains and joys of social diversity. All the while, multiple standpoints shape people\u27s experiences in daily lives within our local communities. How we choose to value or de-value these standpoints determines individual oppression or privilege. Thus, creating spaces for border crossing experiences on the feminist terrain promote new understandings of our histories and futures as women living in interlocking systems of oppression
Making It Work: Women\u27s Ways of Leading
Get PDFAn examination of women in leadership from a feminine perspective or point of view reveals that a female organizational culture exists and that women exhibit ways of leading that are distinctively different from the ways men lead. Women’s ways of leading are consistent with recent trends in leadership research and theory and provide a model for education that could lead to “a more caring community and a safer world” (Noddings, 1991, p. 70). Yet, historically, society has been viewed as divided into two domains—the public sphere and the private sphere. Predominantly male, the public sphere “demands independence, rationality, and self-reliance,” whereas the private sphere, predominantly female, reflects “dependence, emotionality, and support” (Forisha, 1981, p. 10). That which is public is primary, and that which is private is secondary. Since women have been relegated to the private sphere, their values and experiences have not been considered until recently