Female Relationships Between Female Leaders And The Population

Andersen, JA & Hansson, PH 2011,"At the end of the road? On differences between women and men in leadership behaviour", Leadership & Organization Development Journal, vol. 32 no. 5 pp. 428 – 441

One identified contributor to women's slower than expected assent into leadership is the persistence of assumptions and stereotypes that women are intrinsically "communal" or "dependent" and "passive", and therefore, lack the capacity to succeed as leaders. (National Academy of Sciences National Academy of Engineering Institute of Medicine of the National Academies, 2006 as cited by Isaac, Kaatz & Carnes, 2012).

The initial article presented three hypothesizes. The first hypothesis stated women would be extra transformational and less transactional in their style of leadership and extra emotionally intelligent. The next suggestion asserted that sex and emotional intelligence would predict transformational leadership while the final theory declared that scholars from feminine gender-amiable specialties would be further emotionally intelligent and transformational than learners from male gender-affable studies.

In Fitting in: Community College Female Executive Leaders Share Their Experiences - A Study in West Texas, Gill and Jones explored the phenomena of leadership in higher education from the perspective of women who hold leadership positions at community colleges in west Texas. Traditionally, higher education has been a male-dominated field which has made it difficult for women to attain administrative positions. However, at the community colleges across the United States, women hold 50% of the leadership positions, which illustrates the openness of community colleges in accepting women in leadership positions. Also, the number of administrators projected to retire from community colleges in the near future illustrates that opportunities for women to attain leadership positions at community colleges will increase. In addition, community colleges have shared governance with collaborative decision-making. According to research, characteristics of an effective leader include caring, shared decision-making, and team-building which are attributed to women and support women as prime candidates for these future leadership positions at community colleges.

Throughout the span of American history is can be said with confidence that the roles of genders have played a huge role in both the success and downfall of this great nation. From the rural up brings of the Puritans to the successful businessmen and women, politicians, and leaders that have propelled the Untied States to becoming a super power and force to be reckoned with in the world, we are still facing the unfortunate debacle of treating women differently or inferior when it comes to leadership positions. Some of our greatest leaders such as Mary Kay, Condalisa Rice, and Irene Rosenfied have been

Patricia Sellers in a blog for Fortune Magazine (2011) argued, “Women face a narrower band of acceptable behavior than men do. Women can be powerful. Women can be likeable. Being both is difficult to do.” Therefore, the ability to exude kindness- along with supportiveness, understanding, and encouragement- is a privilege that often women do not have the agency to invoke in all leadership environments. This contradicts Barrett’s positions of the qualities of leadership- one who listens generously, acts unselfishly, and willingly helps others to be brilliant- and develops a leadership conundrum for many aspiring female leaders. This dilemma hinges on many ideas set forth by Gardner when he argued that loyal constituency is won when people, consciously

The Making of a Leader: A Phenomenological Study of the Lived Experiences of Women Who Have Served as President at U.S. Colleges and Universities

Future community college leadership deficiencies have been acknowledged (Eddy, 2013; Jones & Taylor, 2013; Leist & Travis, 2013; Lennon, 2013; Myran, 2013); as ninety percent of community college presidents are expected to retire within the next 15 years (McNair, 2015). Anticipated retirements intensify the need to discover men and women who are eligible leadership candidates (Eddy, 2013). Yet, men still vastly outnumber women as leaders (DeFrank-Cole, Latimer, Reed, & Wheatly, 2014); even though women have comparably more advanced degrees than men (Goltz & Hietapelto, 2013). Historically, when presidents have sought out replacements; the gender and education of candidates were perceived as secondary to the candidate’s

The feminism leadership theory provides some insights on the challenges I face as a woman leader in wanting to be transformational. Women have been and still are expected to manifest certain qualities in their thinking and action. These are culturally engraved qualities, assumed to be the identifying traits of femininity, and include friendliness, kindness, and unselfishness. These expectations are sharply different from the agentic qualities expected of “masculinity” and men, such as assertiveness and instrumental competence (Eagly et al., 2003). Stereotypical beliefs remain strong so that, when working as leaders or managers, women (and men) are expected to behave as culture defines them on the basis of their gender alone. Thus it is anticipated

In a Forbes article written by Glen Llopis, The Most Undervalued Leadership Traits of Women, Llopis, highlights his theories and opinions on each undervalued trait. Llopis provides specific details that make women effective leaders. The author predicates his assessment on women and leadership from his personal and professional experiences. Within the article, Llopis identifies six leadership traits that women naturally possess, which are undervalued:

Northouse (2016) offers three areas that hold women back in leadership: human capital, gender differences, and prejudice and discrimination (p. 399). Lisa obviously does not lack in human capital as she has an advanced degree from a prestigious school, has work experience, and no home-work conflict was mentioned. The one exception in human capital is that of developmental opportunities as a male peer was promoted to partner despite Lisa’s better performance with the firm. In gender differences, Lisa has a style that works, as

This paper will examine how education factors affect women in leadership. There has greatly been misrepresentation of women in leadership positions, which exist in both the workplace and education institutions globally. Across the globe women are behind men in education, leadership positions, and having a voice in the workplace. This remains a growing issue for female leaders in the global business world. The question is what factors are contributing to the low percentage of women in leadership positions today.

Gender and leadership? Leadership and gender? A journey through the landscape of theories start off by giving a statistical summary of percentages of women in higher echelon position in the workforce. With this information in the intro, the article quickly highlights the limited representation of women in exclusive positions in Fortune 500 companies. Next, the paper examines multiple theories why this problem exists in the workforce. The four theories examined are biology and sex; gender role; causal factors; and attitudinal drivers (Appelbaum et al, 2003, p. 44).

There are many female leaders around the world despite contrary belief. In our society, specifically the United States of America, female leaders in business and politics are growing. We aren’t alone in this. In the past years the world has had around twenty women classified as world leaders (McCullough). Now we are at a record high of twenty-two according to McCullough. This shows that woman dominance is growing world wide not just in our area. There are thirty-six countries that have already either had or have women as their presidents (McCullough). This shows that it is possible and is happening in other areas around the world.

According to Wallace (2015), the proportion of females in the superintendency was 23% in 2012 and increases by only 0.7% annually. This statistic is shocking, as it would take approximately 80 years for females to be proportionately represented in public school leadership. It is critical to assess the barriers and challenges females face in regards to leadership attainment. There are certainly internal and external factors that continue to plague this gender discrepancy. Furthermore, proportional inequities continue to stem from historical contexts ranging from social and cultural norms to professional networks. Additionally, gender bias and sexism challenges continue to plague female authority figures. While there are many variables contributing to the shockingly low