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Gender

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Educational Administration and Supervision

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Listening To The Voices Of African American Female Principals Leading "Turnaround" Schools, Vickie Pease Collins Jun 2015

Listening To The Voices Of African American Female Principals Leading "Turnaround" Schools, Vickie Pease Collins

Electronic Theses and Dissertations

This narrative study focuses on African American female principals' perceptions of the influence of gender and race on their roles as principals of turnaround schools. The work lives of the participants were situated in turnaround schools, schools receiving federal money to provide intensive interventions and leadership development support to break the cycle of chronic academic failure. Data included one-on-one interviews with the participants and a reflective journal. The basis for the data analysis was a three-dimensional space approach (that included the components of interaction, continuity, and situation or place). Black feminist standpoint theory (BFST), a revision of the earlier Black ...


Invisible Ink: An Analysis Of Meaning Contained In Gender, Race, Performance, And Power Discourses, Susan A. Griggs Jun 2012

Invisible Ink: An Analysis Of Meaning Contained In Gender, Race, Performance, And Power Discourses, Susan A. Griggs

Electronic Theses and Dissertations

The number of females in senior level leadership positions in higher education is substantially fewer than males. Yet female students in these same institutions represent over half the population (National Center for Educational Statistics, 2010). The leadership gender gap is a phenomenon that has undergone numerous studies in search of reasons and solutions. Yet the gap remains. One cause of the underrepresentation of women in higher education leadership is ideological views regarding gender and leadership that result in stereotypes regarding who qualifies for leadership, what leadership behaviors are deemed best, who exhibits those behaviors, and what happens when those stereotypes ...


Institutional Factors Contributing To The Under-Representation Of African American Women In Higher Education: Perceptions Of Women In Leadership Positions, Kimberly Ann Robinson Jan 2012

Institutional Factors Contributing To The Under-Representation Of African American Women In Higher Education: Perceptions Of Women In Leadership Positions, Kimberly Ann Robinson

Electronic Theses and Dissertations

he purpose of this basic qualitative study was to examine the lived experiences of African American women who have obtained senior leadership positions in Predominantly White Higher Education Institutions. Data were collected through open-ended, phenomenological-oriented interviews with 12 African American women holding senior level positions in both academic and student affairs in the north and southeast parts of the United States. This study focused on the perceived institutional barriers that have contributed to the under-representation of African American women in higher education senior administration and strategies that were used to overcome perceived barriers. Critical Race Theory was used as a ...


Women Leaders Resolving Conflict In Higher Education: A Feminist Epistemological Perspective, Maureen C. Silva Jan 2010

Women Leaders Resolving Conflict In Higher Education: A Feminist Epistemological Perspective, Maureen C. Silva

Electronic Theses and Dissertations

In an American postsecondary context, conflict is inherent (Gianneschi & Yanagiura, 2006; Valian, 1999). Successful navigation of conflict in the academy is vital for those who aspire to leadership positions (Nadler & Nadler, 1987; Walters, Stuhlmacher, & Meyer, 1998). Presently, however, women face significant barriers to achieving success in higher education administration, including gender expectations for conflict resolution behavior (Bartunek, 1992; Bowles, Babcock, & McGinn, 2005; Gayle, Preiss, & Allen, 2002).

While a considerable body of literature exists for understanding gender negotiation, it remains rooted in a masculine paradigm (Kolb & Putnam, 2006; Shuter & Turner, 1997), and, as such, established theories lack a feminist epistemological perspective. Consequently, my primary research question is, How do women leaders experience and perceive conflict in the higher education work environment? I conduct a qualitative study that examines workplace conflict experiences of 15 women leaders from diverse personal and professional backgrounds.

Hartsock's (1983) three-tiered gender-sensitive analysis of power, updated to include multicultural perspectives ...


Women In Leadership Positions In Tennessee Public Schools: A Qualitative Study Of Female Directors Of Schools., Joy O'Dell Yates May 2005

Women In Leadership Positions In Tennessee Public Schools: A Qualitative Study Of Female Directors Of Schools., Joy O'Dell Yates

Electronic Theses and Dissertations

The purpose of this qualitative research study was to determine the best methods for achieving key leadership roles in education. The problem was to define the qualities that are important in leadership positions and to determine how those qualities relate to the top-level positions in school systems across Tennessee.

Nineteen female directors of schools were interviewed. Directors also completed the Multifactor Leadership Questionnaire (5X-Short). Characteristics of transformational and transactional leadership styles were included in the study. Most of the directors scored high on using the transformational factors (idealized influence, inspirational motivation, intellectual stimulation, individualized consideration) of leadership and on using ...


A Comparison Of Teacher-Directed Versus Self-Directed Learning Preferences Of Students At Five Selected Community Colleges: Exploring The Relationships Among Age, Gender, And Academic Majors, Huiming Wang May 1998

A Comparison Of Teacher-Directed Versus Self-Directed Learning Preferences Of Students At Five Selected Community Colleges: Exploring The Relationships Among Age, Gender, And Academic Majors, Huiming Wang

Electronic Theses and Dissertations

One of the major priorities for community colleges is to focus on the pedagogical tools that will allow students to achieve excellence and quality in curriculum and instruction to meet the changing societal needs (Shearon & Tollefson, 1989). Rapid demographic, social, and technological changes demand that community colleges produce self-directed lifelong learners (Closson, 1996). The study of student learning preferences for more teacher-directed or more self-directed learning is one of the concepts that is important in enhancing teaching and learning practices. The purpose of this study was to examine students' teacher-directed versus self-directed learning preferences in specific courses. The possible relationships ...