The Lived Experiences of Female Educational Leadership Doctoral Students

Autor/inn/en	Mansfield, Katherine Cumings; Welton, Anjale; Lee, Pei-Ling; Young, Michelle D.
Titel	The Lived Experiences of Female Educational Leadership Doctoral Students
Quelle	In: Journal of Educational Administration, 48 (2010) 6, S.727-740 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/09578231011079584
Schlagwörter	Instructional Leadership; Leadership Training; Females; Graduate Students; Qualitative Research; Higher Education; Gender Bias; Doctoral Programs; Mentors; Organizational Culture; Feminism; Focus Groups; Research Methodology; Role; Foreign Students; Self Concept + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Weibliches Geschlecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Qualitative Forschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterstereotyp; Doktorandenprogramm; Unternehmenskultur; Feminismus; Research method; Forschungsmethode; Rollen; Selbstkonzept
Abstract	Purpose: There is a meager body of research addressing the role educational leadership preparation programs in colleges and universities play in preparing women leaders. Also educational leadership preparation research has yet to explore ways in which mentorship provides additional capital for female graduate students. This study seeks to understand the challenges facing, and the opportunities available to, female graduate students in educational leadership departments. Design/methodology/approach: The study used qualitative methods to explore the constructs of educational leadership preparation and mentorship of female graduate students. Qualitative methods, specifically a questionnaire and a collaborative focus group, were informed by the work of feminist theory and were used to explore participants' experiences and perceptions with the larger purpose of understanding the implications of their experiences for the development of strategies and programs intended to support female graduate students. Findings: The following themes emerged from the participants' stories: constraints within the organizational culture, personal and familial sacrifice, struggles with identity, questioning self, and experiences with mentoring. Practical implications: The findings have important implications for the roles university leadership preparation program structures might play in supporting female graduate students and their career success. The findings also offer recommendations for the development of mentoring programs for female graduate students. Originality/value: Currently, there is an exceptional lack of research documenting the lived experiences of female doctoral students, particularly research that can be used to inform policy and program development. To that end, the qualitative study described in this paper helps in understanding the challenges facing, and the opportunities available to, female graduate students in educational leadership departments as well as in understanding the implications of such experiences for the development of strategies and programs intended to support female graduate students. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10