Gender Issues in K-12 Educational Leadership

This paper serves as a review of the research literature on gender issues in K-12 educational leadership, with a primary focus on the principal and superintendency positions in the United States. The prominent common themes or topics found in the literature are discussed. More specifically, barriers to gender equity in educational leadership are identified, and qualities or strategies used by successful female administrators where such barriers have been broken are noted

The Role of Empathy in Strategic Thinking: Women Leaders Championing Change and Cultivating the Next Generation of Leaders

Women leaders are often credited with demonstrating empathy, nurture, and compassion during a crisis (Vongas & Al Hajj, 2015). Empathy is considered an added value that women leaders offer the workplace; however, it is worth exploring their strategic abilities. Strategy is a skill historically linked to masculinity (Laurie, 2015). A more inclusive understanding of both leadership practices for women is necessary. Strategic thinking and empathy are essential in stabilizing and creating future opportunities during an economic crisis (Beilstein et al., 2021; Khaund, 2023; Yorke, 2023). I provided a phenomenological analysis to gain insight into how women leaders engage both skills, develop future leaders, and practice resiliency through change. An exploration linking empathetic leadership and strategic thinking prompts leaders to reimagine the evolving marketplace needs and address ongoing organizational issues. The study was guided by the following research questions: (a) how do empathy and strategic thinking present in women leaders’ abilities to manage crisis, and (b) how do empathy and strategic thinking present in women leaders \u27ability to develop emerging leaders? An interpretative phenomenological analysis study was framed in social capital theory (SCT), and cognitive and affective empathy was used to interview 10 women leading in different industries. Women leaders shared their experiences, highlighting advocacy, accountability, decisiveness, creativity, commitment, and community, resulting in the creation of a leadership development model.   Keywords: women leaders, empowerment, empathy, strategic thinking, emerging leaders

Analyzing Ideal Traits and Terms of Address for Male and Female College Professors

This study replicates and extends Rubin’s (1981) research on students’ use of address terms for their college professors to explore how gendered expectations have evolved in contemporary academic settings. Using data from 445 undergraduate students, this study examined preferred address terms across public (in class) and private (office) contexts, as well as perceptions of ideal professor traits. Descriptive and inferential analyses, including chi-square and independent-samples t-tests, revealed no statistically significant relationship between professor gender and address term choice, χ²(3, N = 445) = 3.42, p = .33, Cramer’s V= .09. However, familiarity significantly predicted informality, t(443) = 2.15, p = .03, η² = .02. Students overwhelmingly reported that how professors addressed them (84%) influenced their own choices. Results suggest remarkable stability in address-term patterns over four decades, with formality remaining the default in classroom contexts and first-name use emerging mainly in informal interactions. These findings reinforce the enduring influence of academic hierarchy and reciprocal adaptation between students and professors in shaping linguistic respect and perceived authority. Keywords: address terms, college students, gender, professors, sex differences, titles

Exploring the Source of Leadership Self-Efficacy among Japanese Female High School Student-Athletes through Sport Experiences

To apply self-efficacy theory to identify the sport-related themes and the processes through which they influence leadership self-efficacy (LSE) among Japanese female high school student-athletes. Method: Focus group and one -on-one interviews were conducted with 30 female high school student-athletes aged 16-17. A grounded theory approach (GTA), which allows the generation of theory from participants’ narratives, was employed to extend self-efficacy theory within the sport context. Result: We identified four categories that impact LSE: (a) leadership experience, (b) feedback on leadership behavior, (c) observation of leaders, and (d) sport performance level. Implication: These findings of this study contribute to the development of leadership education programs for girls through sport, helping to address the underrepresentation of female leaders in Japan. Keywords: leadership development; female student-athletes; leadership self-efficacy; sport leadershi

African American Women in Student Affairs: Best Practices for Winning the Game

Current research regarding the experiences of African American women in higher education clusters staff, faculty, and students together, overlooking the unique contributions and challenges of each cohort. The purpose of this article is to explore the opinions and experiences of African American women in student affairs administration, in order to add to the body of knowledge regarding women in student affairs. Implications for best practices for African American women in student affairs administration are discussed, and recommendations for further research are provided

Unmasking the Sociocultural Constraints to Career Growth of Married Women in Ghanaian Organizations

This study investigated the question of how culture and activity can be explored towards understanding the professional career development of married women and the relative constraints associated with such development in the Ghanaian environment. Guided by the cultural-historical activity theory (CHAT) framework, data was collected from a sample of 141 married Ghanaian women professionals engaged in white collar jobs in the public and private institutions located in Accra. It is established that the acceptance by the Ghanaian traditional society of the married professional woman as a capable person who can equally perform in an organization and thus need to be trusted, supported and recognized is of relevance to her career development. This observation provides learning on the impact of the inflow of socio-cultural dynamics into a gender-oriented organizational life and the complexities that it generates in understanding the constraints to the professional career development of married women

Gender Equality for Learning Leadership in Undergraduate Business Schools

Some scholars suggest that business schools are failing the challenge of providing 21st century skills and in particular, they are failing women. As a conceptual model of how people can better adapt to change, the lens of transformational learning was used to shed light on whether women are at a disadvantage to men in transformational learning when exposed to the same experiences at undergraduate business school. Transformational learning occurs when a student\u27s worldview is challenged and when the learner moves beyond old assumptions to see things in a new way. In this quantitative study of 256 undergraduate business students, women experienced comparable rates of transformational learning to their male counterparts and reported experiencing the same learning stimuli in personal relations, class room activities, and life events. It would appear that when exposed to the same stimuli, female undergraduate students are not at a disadvantage to male undergraduate students in learning how to be business leaders through transformational learning

Hillary Clinton\u27s Race: Did She Match the Presidential Prototype?

The present research addresses how voters\u27 perceptions of Hillary Clinton\u27s warmth and competence influenced decisions to vote for her in the 2008 Democratic primary. We apply research on gender stereotypes and perceptions of women leaders to demonstrate that voters perceived Clinton as highly competent but relatively less warm. Further, this research examines how perceptions of Clinton\u27s warmth and competence contributed to decisions to vote for her. Results suggest that perceptions of Clinton\u27s warmth and competence differentially predicted voting behavior for voters strongly and less strongly identified with their political party. This research provides a descriptive analysis of how voters\u27 beliefs about leaders can be colored by gender, and how such beliefs contribute to electing women candidates

Black Feminism: An Epistemological Framework for Exploring How Race and Gender Impact Black Women\u27s Leadership Development

This paper presents, through the lens of Black feminism, a historical review of the contextual forces that have shaped and hindered African American\u27s women\u27s leadership development

Factors Impacting Female Senior Enlisted Leaders’ Representation in the U.S. Army’s Basic Combat Training Units

This qualitative study explored the lived experiences of 10 retired female senior enlisted leaders assigned as first sergeant (1SG)  and command sergeant major (CSM) in initial entry training (IET) to ascertain if their experiences shed light on the underrepresentation of female leaders in the basic combat training (BCT) environment. Data collection emphasized factors that led to success in the IET environment, as well as challenges and barriers they faced. The theoretical framework underpinning this study included the social role theory, which holds that the expectations for men and women are based on sex differences that regulate behaviour in an adult’s work and family life, and the role congruity theory of prejudice toward female leaders, which suggests women do not reach top-level positions because they are less capable than men and because women are judged more harshly when they are in leadership roles. Having to prove oneself, reaction to female leadership, family obligations, and fighting stereotypes emerged as barriers and challenges. Attributes needed for success in the IET BCT environment included Army values, toughness, and tenacity. Coding of positions and male perception of female leaders emerged as barriers that preventfemales from attaining 1SG and CSM in the BCT environment. The findings support the social role theory and role congruity theory of prejudice toward female leaders. The results extend research on the representation of women in senior leadership positions because they illuminate female leaders in a nontraditional educational environment in the largest branch of the U.S. military. Keywords: women, leaders, U.S. Army, basic combat training, glass ceiling, women in leadership; leadership theorie