Advancing Women in Leadership Journal
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An Analyses of Federal Initiatives to Support Women\u27s Upward Mobility in Educational Administration
Get PDFNo person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational programs or activity receiving federal financial assistance. --From the preamble to Title IX of the Education Amendments of 1972
Dancing for Self-Knowledge
Get PDFWomen have not been taught to take care of themselves. They frequently spend their time taking care of everyone and everything else, leaving themselves for last.
The Examination of the Mentoring Relationship between the Head Coach and Assistant Coaches of Women\u27s Basketball Teams
Get PDFA number of studies have examined the decreasing number of female head coaches of women\u27s teams. Researchers have consistently demonstrated the mentoring relationship has provided substantial benefits in helping women advance within leadership positions within the sport industry. The purpose of this study was to examine the mentoring relationship between the head coach and female assistant coach of women\u27s basketball teams who aspire to become a head coach. More specifically, the mentoring characteristics and advancement techniques were two areas of focus. Findings suggested mentoring characteristics and advancement techniques may provide recommendations on mentoring women who aspire to become head coaches
Nine Decades Later: Idaho Women Reflect on the Meaning of the Nineteenth Amendment
Get PDFReflecting on the 90th anniversary of the Nineteenth Amendment (ratified August, 1920), this narrative inquiry explored its significance to women in leadership positions residing in Idaho. Idaho\u27s status as a forerunner approving suffrage underscored the foundation for the study. The researchers also wanted to investigate whether women have reached equal citizenship in aspects other than the right to vote. Findings indicate that the Nineteenth Amendment was pivotal in not only giving women a voice in governmental decisions, but also paved the way for other political and social breakthroughs. However, few participants linked passage of the Amendment with their rise to leadership. In some instances, full equality has not been achieved and gender discrimination still occurs, primarily when seeking leadership position
Two Women for President: The Importance of the Announcement Speech on the Campaign
Get PDFWomen keep gaining ground in the world of American politics. There are more women senators, representatives, Supreme Court justices, secretaries of state and governors than ever. Still, America has never had a female president or even vice president. By examining the communication skills of women who have run for president we can begin to assess how a woman creates ethos for the presidency. This study focuses on an understudied genre of campaign speaking; a comparison of two high profile female candidates\u27 announcement speeches from both respective political parties. How a woman reveals that she is a candidate for president is key to her success. The presidential announcements of Elizabeth Dole and Hillary Clinton are examined to consider what introductory communication traits may best serve the next woman who attempts to break the largest and seemingly toughest glass ceiling: the United States presidenc
To Lead or Not to Lead: Women Achieving Leadership Status in Higher Education
Get PDFThe purpose of this article is to continue the dialogue and examine the exclusionary practices, and tenets on women as leaders in higher education. Too often women are left out of leadership positions in higher education, which engenders the perception or reality of these positions being androcentric. Women have also been faced with the daunting task of following in the footsteps of their male counterparts, and their experiences are never the same, because culturally and structurally, decisions are made differently. Higher education therefore needs to examine the value placed on female leaders, as theoretically, female leaders have been found to possess the various types of leadership qualities in order to be considered good leaders. These areas establish credibility, as we begin to examine the requisite ingredients of leadership. Women\u27s representation in colleges and universities throughout the world is on the rise, and is increasingly approaching the gender parity of 50 percent (Bradley, 2000).Importantly, in the United States of America, more women are expected to occupy college professor\u27s position, as they represent 58 percent of young adults between the ages of 25 to 29, many of who hold an advanced degree (U.S. Census Bureau News, 2011). These phenomenal strides are important to recognize. The argument is put forward that attitudinal and organization biases against women in higher education tend to exclude women from upper-level leadership positions. Therefore, the author examines theoretical underpinnings of the different approaches to leadership, as well as the cultural and structural conditions and practices that create barriers to, and opportunities for the advancement of women in higher education
Leadership Practices of Texas Female Superintendents
Get PDFFor the purposes of this study, the Leadership Practices Inventory was administered to 82 superintendents in Texas and data including demographic information regarding the district size, gender, and age of the participants was collected. Superintendents in Texas were selected for two reasons: the study met the needs of universities in Texas, and the superintendent pool in Texas contains a wide variety of school sizes and demographics. The Leadership Practice Inventory (LPI) was selected because the validity and reliability has been assessed nationally and because it measures individual leadership practices rather than theoretical applications. The goal of this study is to look at practices and behaviors of women compared to men in the superintendency
Balancing Parenthood and Academia: The Challenges and Contradictions of Academic Careers
Get PDFBalancing career and parenthood is a challenging task for women and men from all career paths.However, there are aspects of academic positions that make balancing career and parenthood uniquelychallenging. The balance may be especially difficult when individuals are making the transition intoacademia and parenthood during the same time period. In addition, there are stresses related to timepressures, multiple roles and incompatible expectations which can create work/family conflict for bothtenured and non-tenured faculty striving to cope with competing family demands
Conversation and Voice: Feminist Mentoring for Social and Political Change
Get PDFAlthough women have studied and written about their positions in the academy for some time, it is only through ground-breaking work of Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986), that we have formally acknowledged that women learn, construct, and process knowledge and events differently from men. They determined that women learned in relation to one another, that collaborative learning superseded competition, and that females perceived teaching and learning in relation to self. That research in turn has led to further understandings of power æ power in relation to what is valued as the legitimate construction of knowledge and what is valued as knowledge per se. Campbell (1997), Gore (1993), Lewis (1993) and others have commented articulately on the need to view women’s education as different in one way or another, yet recognize that such apperception, if accepted, concomitantly supposes a shift in power relations
Working Against the Grain: Rewards and Consequences of Developing a Personal Voice in Academia
Get PDFAs a topic for my dissertation, I conducted a two-year study to explore the experiences of women who achieved highly in academics and who were also disadvantaged as children (LePage-Lees, 1997a). The women were considered high achievers since they had earned advanced degrees or were currently enrolled as advanced graduate students with at least two years of graduate work completed. Women were considered disadvantaged if they were raised in low-income homes, were first-generation college students, and had faced stress as children (e.g., family dysfunction or instability, illness, or death, etc.). From this definition, the women\u27s resources had been limited in three categories: financial, informational, and emotional