Advancing Women in Leadership Journal
Not a member yet
363 research outputs found
Sort by
Lock in on Coordinates: Mapping the Glass Ceiling with Career Women\u27s Reflections on Power
Get PDFIn an attempt to solicit career advice for young women by interviewing experienced career women, this study discovered the location of the proverbial glass ceiling and revealed distinct types of power operating in organizations. The careers of the women participating in this study were circumscribed by conflicts. If they developed technical expertise as a mode of insulation, they escaped high conflict but remained on a technical career path without access to higher executive opportunities. If they pursued executive opportunities through general management positions, they were surrounded by high conflict and became career casualties in powerful threat systems. A review of the literature revealed that each of these systems is similar to a type in Boulding\u27s (1989) theory of power
What Does Emotional Intelligence and Gender Have to Do with Leadership Effectiveness: ...Or Does It?
Get PDFThe purpose of this descriptive study was to examine the relationship between the emotional intelligence and gender of the principal, and teacher’s perceptions of the principal’s leadership effectiveness. The researcher administered the Emotional IQ Test (Jerabek, 1998) to 32 randomly selected principals. One hundred and sixty randomly selected teachers in the buildings of these administrators then took the observer form of the Leadership Practices Inventory (LPI) (Kouzes & Posner’s, 2001) to measure the leader’s perceived effectiveness. The leadership practices and gender were correlated to the two aspects of emotional intelligence to determine possible relationships. Findings show that principals with higher emotional intelligence are perceived to be more effective. Overall, women have a higher EQ than their male counterparts and the building level assignment had a significant impact on how principals were perceived
Women College Presidents: Interviews about Journeys and Adaptations
Get PDFWhile the progress of women into higher education presidencies is dramatic, it is also, in the words of one experienced woman president, “not exactly a lot!” In the 15 years from 1986 to 2001, the American Council on Education (ACE) reports that the percentage of women presidents increased from 9.5 to 21.1 (The American college president, 2002). Of these women, 26.8% led two-year institutions; 18.7% led baccalaureate schools; 20.3% led comprehensive universities; and only 13.3% headed doctorate-granting schools; with the remaining 14.8% guiding specialized schools.
Female High School Principals: Leadership Practices and Individual Traits
Get PDFThe views of 56 female high school principals in the State of Texas were obtained regarding their leadership practices in three areas (i.e., relationship building and decision making, giving and seeking information, and influencing people) which they believed had been beneficial in their positions as high school principals. Respondents viewed supporting employees by being helpful, developing employee skills, and managing conflict as being essential to their success as principals. Moreover, they reported involving their employees in decision-making practices, particularly when critically important decisions must be made. Motivating and inspiring employees was rated highly, although providing tangible rewards was regarded as less important. Individual traits of communication skills, trustworthiness, honesty and sincerity, and good listening skills were very important factors in their success as high school principals. The two individual traits deemed to be less relevant for success in their positions were aggressiveness and tolerance for ambiguity. Finally, cautions regarding generalizability are offered
Gender and the Career Aspirations, Professional Assets, and Personal Variables of Higher Education Administrators
Get PDFA recent national survey found women hold only 23% of higher education institution presidencies (American Council on Education, 2007). However, women now earn 58% of all bachelor\u27s degrees and 45% of all doctorates (U.S. Department of Education, 2005). These findings suggest something may be interfering with the pool of capable women moving through the pipeline to attain higher education administrative positions. Gender differences in career aspirations, professional assets, and various personal variables have been suggested as potential contributors to this disparity. The purpose of the research was to survey women and men holding administrative positions of dean or higher (excluding presidents) within the institutions in the Minnesota State Colleges and Universities (MnSCU) system to examine these potential contributors. Based on the findings, with the exception of geographic mobility, factors other than career aspirations, professional assets, and personal variables may be the cause of barriers to female advancement to high level administrative positions
Helping Non-tenured Education Faculty Get Published in Peer-reviewed Journals
Get PDFIf university trustees and administrators in the United States require junior faculty to publish or perish, then they should provide extensive support for this requirement. Such support is evident in the School of Education at the C.W. Post Campus of Long Island University, where administrators and faculty became team members and held cooperatively planned informal get-togethers with non-tenured faculty. These informal sessions focused on pertinent topics aimed at getting published in peer-reviewed journals. The topics included: (a) synthesizing a dissertation and condensing it into a manuscript format; (b) increasing an awareness of the format, content, editorial policy, and audience of journals for which authors intend to submit a manuscript; (c) realizing creative potential and being aware of methods that kill creativity; (d) becoming a serious critic and editor of one\u27s own work; (e) weighing the benefits of submitting manuscripts to themed issues or regular issues of journals; (f) selecting journals that represent one\u27s current developmental level of research and writing and that the university considers acceptable; (g) considering electronic journals as viable options for publishing; (h) thinking about presenting a paper at a convention but realizing its pros and cons; and (i) managing a busy academic year while being productive and visible, but not exhausted
On Becoming and Being Faculty: Leaders in Urban Education and also Being African- American...Seems Promising
Get PDFSeven African-American women and men faculty members at a Southeastern urban research university reflect on their collective experiences of creating an intellectual community and spearheading an urban teacher education initiative within their School of Education . Employing a qualitative self-study and project reflection approach, the authors situate themselves within the historical trajectory of the African-American struggle for education, emphasizing the problems and promises confronting contemporary urban educators. Highlighting their role in launching the Training and Retaining Urban Student Teachers (T.R.U.S.T.) Initiative in the Birmingham City Schools, the authors conclude that the future of urban education is predicated on the capacity of contemporary African-American educators to forge effective alliances first with one another, and then with other partners in higher education, urban school districts, the local community, and national educational organizations
Women in Higher Education Since 1970: The More Things Change, the More They Stay the Same
Get PDFSenior women looking back over their careers noted the increased presence of women, changes in policies or behavior, and/or improvements in beliefs or attitudes. However, almost half also noted family problems that remain for women, and about two-thirds described biases against women that remain a part of higher education today
Gender Differences in Placement, Support, and Participation in Early School Programs for Urban Hispanic Students in Advanced Placement
Get PDFThis study investigated differences between males and females of 352 urban, predominately U.S.-born Hispanic students enrolled in advanced placement (AP) courses. The gender composition was 131 (37.2%) male and 221 (68.2%) female and the majority of students was enrolled in 11th and 12th grades. Our findings indicated that (a) more females than males were enrolled in AP courses, (b) females perceived school support as more important than males, and (c) participation in elementary and middle school programs, such as gifted and talented programs and magnet schools were important for participation in high school AP courses. Implications for school policy are noted
Understanding "Why" One University\u27s Women\u27s Leadership Development Strategies are So Effective
Get PDFOne research university has brought formal training to campus to support women and provide the needed leadership training in a cost-effective manner. Based on a coaching method used at Harvard in their Women\u27s Leadership Forum, our initiative has completed its fifth cycle and provides an on-campus leadership development and support program for women. This paper offers insights into the Women\u27s Leadership Initiative provided by focus group participants and also highlights the overall impact and effectiveness using survey data. Keywords: Women, leadership, higher education, skill-development