Leadership Role Identity Construction in Women’s Leadership Development Programs

Brue, Krystal L.; Brue, Shawn A.

doi:10.12806/v17/i1/c2

Cited by 14 publications

(14 citation statements)

References 55 publications

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“…Less attention has been paid to aspects such as the emotions of the students and trainers during the course [43,47]. On the other hand, studies combining diverse evaluation methodologies are scarce; in fact, many of the studies use only qualitative ones [27,28,[43][44][45] and others only quantitative [25,26], even though the literature on leadership programs has already highlighted the importance of triangular evaluation [30,46]. Hence, our approach to the leadership program assessment included a comprehensive holistic methodology [30,52,53] using a study design with qualitative and quantitative techniques and diverse informants.…”

Section: Discussionmentioning

confidence: 99%

“…The research shows that the WDLP contributed to relevant changes in the students, such as increased selfconfidence, adoption of strategic thinking and communication skills. In later work, Brue and Brue [45] also draws attention to the program's contribution to building leadership and self-identity. However, this research does not detail the structure of the course or the methodologies used for program evaluation.…”

Section: Introductionmentioning

confidence: 99%

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A Collaborative Model for Leadership Education in High-Potential University Women Students

Sánchez

Segovia‐Pérez

Cabrero

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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Society recognizes the need to progress towards equal opportunities for leadership at all levels of political and economic decision-making for women and requires that companies work to reach that goal. Nevertheless, leadership education should begin in the educational stages. This research presents a collaborative model of leadership education for high-potential female undergraduate students carried out at the university level between 2017 and 2020, with 75 students. To be successful at improving student leadership skills, self-esteem, self-confidence, and personal inner transformation, this women’s leadership development program was based on four lines of innovation: (a) attracting external stakeholders to develop training jointly; (b) making an open program with multidisciplinary students in social sciences and STEM subjects tailored to the professional environment; (c) measuring the learning with all the participants: trainers, directors, managers, program staff and students, using a 360-degree evaluation; and (d) designing an ongoing research process to incorporate improvements from multiple stakeholder perspectives. A multi-source program assessment was used. The results not only show a positive impact on the students’ acquisition of leadership skills but also, on the increase in self-confidence and ambition. The study provides a pioneering model for women’s leadership education that could be used in other similar programs.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Collaborative Model for Leadership Education in High-Potential University Women Students

Sánchez

Segovia‐Pérez

Cabrero

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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“…Davis & Maldonado, 2015;Forret & Dougherty, 2001;Muñoz, 2009). Literature on experiences of women of color in higher education often lacks descriptions of programs where senior leaders serve in mentoring roles (Brue & Brue, 2018;Howard-Vital, 1989;Vaccaro, 2010) and where connections are made between women's identity development and leadership development, both of which are critically important (Debebe, 2011;Ely et al, 2011;Ibarra et al, 2010;Mena, 2016;Moorosi, 2014;Turner, 2007).…”

Section: Women's Leadership Development As Identity Workmentioning

confidence: 99%

“…In higher education, women of color experience high levels of racial, gender, and class discrimination and oppression (Howard-Vital, 1989;Jones et al, 2015;Lee, 2015;Mena, 2016;Vaccaro, 2010). To mitigate inequities, women and people of color report fighting pressures to reinforce stereotypical gender characteristics and expectations to navigate institutional leadership (Brue & Brue, 2018;Lee, 2015). Some women have described feeling pushed to behave in ways that validate cultural and gender stereotypes and roles (Liang & Hawkins, 2017).…”

mentioning

confidence: 99%

Women of Color in Community Colleges: Leadership Development

Keeton¹,

Currie²,

Pizano³

2021

Advancing Women in Leadership Journal

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This quantitative study assessed the impact of the Kaleidoscope Leadership Institute (KLI) model of professional development on KLI on 140 participants’ personal and professional lives. The model was designed for community college women of color and led by female presidents/chancellors. Participants report gains in career and educational advancements, new networks, and mentorships across races/ethnicities and higher education positions. Researchers conclude that cross-cultural networking, mentoring, and identity development are beneficial and recommend that professional associations and institutions expand the KLI model to increase institutional leadership diversity. Keywords: Community college, leadership development, women of color, identity-based leadership development, female college presidents, female leaders, mentoring, networking, identity development, institutional racism

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“…Leaders are largely responsible for the stability of an organization and can impact morale, relationships among coworkers, longevity and satisfaction of subordinates, and turnover rates. Leadership is much more than a position; it is dynamic and performative (Brue & Brue, 2018;Harris et al, 2016;Hofmeyer et al, 2015).…”

Section: Leadership In Higher Educationmentioning

confidence: 99%

Leadership in Marriage and Family Therapy Programs is Under-Explored: A Thematic, Narrative Overview

Morgan¹

2020

WIJAR

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Institutions of higher education rely on identified leaders to continue the mission of the organization, hire and retain quality faculty and staff, and sustain and further develop vigorous academic programs that retain students and prepare graduates to enter the work force. Discipline specific departments are subject to many demands and resources are pulled in different directions. As a result, the body of literature on leadership in higher education is robust and diverse. However, research on leadership in graduate marriage and family therapy programs is paltry in addressing if a relationship exists between leaders and student capacity to employ skills in a field focused on relationships. This study was a thematic, narrative overview. An exhaustive search of literature was conducted over the span of four years. Articles were assessed for relevance and appropriateness, organized by theme, and the findings were consolidated and are presented within this article. The three identified themes were: leadership in higher education, rigor in marriage and family therapy programs, and leadership in marriage and family therapy programs and other mental health fields. Gaps were identified in the literature and include the role of leadership style identification and self-exploration, the extent to which program leaders interact with students, and how the relationship between administrators and students impacts the development of field related skills. Keywords: leadership, higher education, marriage and family therapy, MFT programs, relational

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Leadership Role Identity Construction in Women’s Leadership Development Programs

Cited by 14 publications

References 55 publications

A Collaborative Model for Leadership Education in High-Potential University Women Students

A Collaborative Model for Leadership Education in High-Potential University Women Students

Women of Color in Community Colleges: Leadership Development

Leadership in Marriage and Family Therapy Programs is Under-Explored: A Thematic, Narrative Overview

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