Advancing Women in Leadership Journal
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Becoming and Being Leaders
Get PDFResearch indicates that the experiences of Black women educators involve racist and sexist practices by colleagues and students, as well as feelings of isolation, discrimination, and tokenism. Scholars further caution that being marginalized in intersections of race, class, gender, sexuality, and/or citizenship places a variety of well-meaning intellectuals engaged in higher education in common border zones, or "outsider-within locations." While teaching and leading as an outsider, scholars also affirm the conscious effort by women of color to reject the status of victim that is an effect of multiple oppressions. Their resilience to continue to change people\u27s understandings about themselves, others and the world, despite simultaneous and multiple oppressions is seen in their teaching practices, in their efforts as leaders, and in their active participation in the construction of enduring life stories.
This special issue includes a collection of articles about Black women educators who have fought oppressions through their experiences as leaders, pedagogues, and scholars. Articles are written in various perspectives and survey personal and professional lived experience, highlighting stories of the past as well as of the present.
Elizabeth Davenport\u27s article, "Telling stories: Examining the views of an African-centered female minority leader" , explores the beliefs of an African-centered educator as she uses her own African-centered model to empower students in urban schools.
In their article, "Black women teacher educators: Creating enduring afriographies as leaders and change makers," Djanna Hill-Brisbane and Jeannine Dingus explore the perspectives, experiences, and practices of Black women teacher educators as leaders and change makers.
Karen Johnson examines Anna Julia Cooper\u27s role as an educational leader as well as her philosophical views on education, in her article entitled: "The educational leadership of Anna Julia Haywood Cooper."
Tondra Loder, Michelle Sims, Angela Coker, Loucrecia Collins, Michael Brooks, Deborah Voltz, and Charles Calhoun draw attention to the experiences of African American women and men in the academy in their article, "On Becoming and Being Faculty-Leaders in Urban Education and Also Being African American...Seems Promising."
In her article entitled, "Finding my voice: An African-American female professor at a predominantly White university," Aretha Faye Marbley draws from her personal experience and shares concrete examples from her promotion and tenure review, including the experience of social integration issues and the ramifications that the higher education environment had on her personal and professional attitudes as an African American female faculty member.
Juanita Cleaver Simmons wrote from the experiential and theoretical perspectives that she encountered as a Black female public school educator who, after twenty-plus years of public school teaching and administrative experiences, became an assistant professor at a predominately White research university, in her article entitled, "Life notes about the dual careers of a Black female: Race and gender politics in public school administration and higher education professorship."
As we focus on Black women leaders, this special issue also includes those who may not have been university professors, yet made significant contributions in education. Mack Hine and Diane Reed\u27s article, "Educating for Social Justice: The Life and Times of Septima Clark in Review," draws attention to Septima Clark\u27s (1898-1987) endeavors of teaching for social justice
An Exploration of the Trust-Commitment Cultural Model and Its Role in the Success of Women Entrepreneurs
Get PDFSurvey data analysis in three stages over a five year period is reported to explore the idea that successfulwomen business owners develop and utilize a "culture of trust and commitment" in their firms and that thisculture is a fundamental contributor to their high financial and organizational performance. Responses ofmore than 1,000 employees from 18 small businesses (14 owned by women, 4 by men) to the 95 questionsof the Quality Leadership Survey (QLS) are given. The QLS in part directly assesses the broad concept ofculture and the specific constructs of trust and commitment. Extensive statistical calculations are employedto examine the possibility that trust and commitment are closely linked and are the foundation of a distinctculture created and nurtured by outstanding women entrepreneurs. The authors believe the education andtraining on the subject of culture will be very helpful to current and future entrepreneurs
Elizabeth Cady Stanton\u27s Philosophy of Social Justice in Education
Get PDFHistorical discussions of social justice in education and its impact on society tend to focus on Brown v. TheBoard of Education (1954), as an antidote to Plessy v. Ferguson (1896), which enshrined the infamous"separate but equal" dictum for racially segregated schools. One person rarely considered in the discussion,yet critical because of her enormous public influence in her day, is Elizabeth Cady Stanton. Most knowCady Stanton as a founder of the Women\u27s Movement in America , and as an advocate for women.However, Cady Stanton also provided a well-documented, systematically developed theory on social justicein education. This surprised us, since her work received enormous scrutiny when feminists of the 1960s and1970s worked to unearth forgotten women. Believing that advancing women\u27s place in educational thoughtrequires understanding the contributions of women to educational thought, we set out to understand CadyStanton\u27s philosophy of social justice in education
Testimonies of Exemplary Caribbean Women Educational Leaders
Get PDFThis study recognizes and honors the contributions and opinions of three exemplary educational and socialinstitutions at national levels in Trinidad and Tobago. They emerged as leaders, despite the dominantpatriarchy, pervasive bureaucracy, and elitist hegemony characteristic of "developing" countries. Thetestimonies of these women in leadership reveal glimpses of how they evolved as community leaders andtheir perceptions on what is critical to educational leadership. This study uses oral history methodology todevelop thick narratives and aims to share, celebrate, and value the lessons of these participant-exemplars.Findings from the study reveal leadership as an evolutionary process, nurtured by spirituality, community,and a sense of gender-equity--along with inter-relatedness--in the lives of the participant
Entrepreneurial Career Development: Using Human Capital, Social Capital, and Distance Education to Achieve Success
Get PDFIndividuals, especially women, must be increasingly entrepreneurial in the twenty-first century in order to achievesuccess. It is also important for women to take an entrepreneurial approach to career development. The first keycomponent of an entrepreneurial approach to career development is investing in human capital. Continuousinvestment in human capital increases earning power, opens doors to professional opportunities, and contributesto career advancement. The second key component of an entrepreneurial approach to career development isinvesting in social capital. Women can increase their chances for professional success by developing networksthat connect them to key individuals, assignments, and resources within and outside of organizations. Distanceeducation is the third key component of entrepreneurial career development. Today, distance-delivered coursesand programs create new educational opportunities that women and men can use to invest in their human andsocial capital as well as their potential. This paper presents the three keys to entrepreneurial career developmentalong with evidence that supports the increasing importance for women to enhance their career success byembracing entrepreneurial strategies designed to leverage the connections among human capital, social capital,and distance education
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Get PDFThis issue explores a cornucopia of perspectives with the bonus of a High School essay winner. Two articles are research papers that ask and acknowledge some controversial questions and allow readers to compare results with their tables. The reflective articles consider women as leaders and the job of mentoring. The articles within are: "Faculty Tiering and Academic Inbreeding: One Institution\u27s Relationships and Realities" (Debra Blanke, Adrienne Hyle); "Attitudes Toward Women Leaders Analyzed by Gender and Occupations (1984-1998)" (Jacqueline Lougheed); "Beyond Mentoring: Toward an Invitational Academe" (Catherine Hackney, Marianne Bock); "Successful Women Leaders: Achieving Resiliency through Rituals and Resources" (Judith DeTrude, Vicki Stanfield); "Women as Leaders: Piecing Together Their Reflections on Life and the Principalship" (Nancy Colflesh); and "Women of Courage: Yesterday and Today" (Katie Papazian
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Get PDFThis issue explores several perspectives ranging from Feminist Epistemology to learning how to turn anger into knowledge. The reflective articles in this edition include subjects which pertain to things that effect women in the workplace such as: stereotypes, ideologies, and anger. These selections also discus how women may overcome such barriers
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Get PDFThis issue examines the advances women have accomplished and the goals that lay ahead. Three articles discuss the strides women have made, and the final article addresses the additional barrier of American and International Overseas schools. The articles included are: "Paradigm Shift: A Perspective on Omani Women in Management in the Sultanate of Oman" (Salma M. Al-Lamki); "Barriers to Upward Mobility in International Schools for Women Administrators" (Barbara T. Berman); "Reflections of a Female School Executive" (Willa L. Gipson); "The School Superintendency: Male Bastion or Equal Opportunity" (Mimi Wolverton)
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Get PDFThis issue focuses on the culture transition and pursuit of knowledge and self. Four articles discuss ethnic women in leadership; two articles target the barriers women face in their fields, and the final article addresses self-awareness. The articles included are: "Black Women in Academe: Progress But No Parity" (Sheila T. Gregory); "Mexican Women Confront Mainstream Policy: Voices from the Colonias Address Family Self-sufficiency" (Georgiana Vaccaro and Ann Lessem); "Hispanic Women Leaders and Their Perceptions of Affirmative Action" (Kaye L. Peery and Marilyn L. Grady); "Women in Transition: A Mission of Service" (Catherine E. Hackney and Elaine M. Hogard); "Double Discrimination: An Examination of the Career Destinations of Muslim Women in Britain" (Marie Parker-Jenkins, Kaye F. Haw, Barrie A. Irving, and Shazia Khan); "Women Faculty Pursuing Grants: Gender Differences" (Patricia Boyer and Irv Cockriel); and "Dancing for Self-Knowledge" (Joyce Kutcher)
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Get PDFAs AWL readers will recall, the first issue of the journal was composed of invited papers. This issue was the first reviewed issue. The editors and publisher greatly appreciate our colleagues at the University of Southern Mississippi, Hattiesburg, MS, for providing the initial pilot for the reviews and editorial procedures for this new journal.
This issue addresses a variety of concerns of women and of society. Four of the articles target the experiences of women in leadership, two of the articles offer insights on the dilemmas facing professional women, and one article discusses the spread of HIV among Black women