<p> Women continue to be underrepresented in top level management roles in spite of their progress in the labor market and educational attainment (Eagly &amp; Carli, 2007). The gender gap in leadership is true in most of the developed and developing world. When assessed under early leadership models, leadership self-efficacy is usually lower among women than men (Schein, 1973; Schein, 1975). This has been used to support the notion that leadership is predominantly a practice for men (Chemers, 2000). However, recently developed leadership models under transformational leadership theory represent opportunities to study leadership and gender without much of the cultural bias that has been part of the earlier models (Eagly &amp; Carli, 2007). To solidify the study of the relationship between gender and transformational leadership self-efficacy, this study was developed using data gathered through the Leadership Practices Inventory (LPI) from a purposive sample of 153 MBA students (73 male and 80 female). Independent-samples t-tests were used to determine whether there were statistically significant differences in mean scores between male and female participants on leadership behaviors measured by the LPI. The results indicated that there are no statistically significant differences between the two groups in the sample, which further suggest that the reasons behind the underrepresentation of female leaders cannot be attributed to leadership self-efficacy. The study took place in Mexico, where female underrepresentation in top management roles is a well-documented problem, and where research on transformational leadership is scarce. The study may be used to support initiatives on the part of aspiring female leaders, educational leaders, and organizational decision-makers to help close the gender gap in leadership roles in the country. They may do this by reviewing the findings of this study and others conducted under transformational leadership theory that suggest that the practice of leadership is not inherently male, so there is ample opportunity for women to succeed in top management roles without conforming to traditional male patterns of behavior. Future researchers may build on this study by evaluating transformational leadership behaviors in different segments of the population of males and females and by using observer data rather than self-reports.</p>

<p> Researchers have noted that African American women are a triple jeopardy. They are discriminated against because of three aspects: class, race, and gender (Sanchez-Hucles &amp; Davis, 2010). In terms of education, African American women have a long history of educating other individuals, even those outside of their race (Perkins, 2015), as well as being engaged in numerous organizations to build foundations in higher education (Mosley, 1980). Additionally, African American women are leading statistics in college and university enrollment, as well as graduation rates (Howard-Vital, 1989; In Higher Education Black Women, 1997). However, African American women suffer from disadvantages of the glass ceiling in reference to obtaining leadership positions at higher education institutions (Ransby, 2000). This research has explored the disadvantages for African American women in leadership. It has been guided by the overarching research question: what are the influences, barriers, and challenges for African American women in higher education leadership positions? The study will also explore the impact of support and empowerment in guiding the success of women of color in academe.</p><p>

<p> This phenomenological qualitative study explored the lived experiences of American women university and college presidents to understand the maternal influence on their leadership development. This study was conducted by interviewing 20 women presidents from traditional four-year public and private universities in the United States. The interviews probed the complexities and processes involved in examining the maternal relationship, while seeking to understand the maternal influence on the leadership development of women university and college presidents. Each story presented maternal influences which emerged into six main themes including: mothers as center of family, mothers instill a personal value system, mothers as a role model, mothers encourage achievement, mothers offer support, and other women who influence. Mothers had a direct influence on leadership development and when mothers were absent, other women substituted the maternal influence to fill the maternal void offering acceptance and support. The findings from this study contribute new knowledge to the field of leadership development and may help women prepare for leadership positions, increasing their potential for success.</p>

<p> <b>Purpose.</b> The purpose of this study was to identify key transformational teaching practices in an all-girls school. Teachers and administrators value the development and utilization of successful teaching practices. Teachers may adopt transformational leadership practices to cultivate transformational characteristics in pedagogy. There is a need to identify transformational teaching practices to implement training and modeling for teachers in girls&rsquo; schools. Identification of these leadership practices currently used by teachers in girls&rsquo; schools will aid in teacher development or pedagogical training and contribute to a richer, fuller educational experience for their students. </p><p> Methods. A thorough review of the literature demonstrated that the dimensions of Bass&rsquo;s transformational leadership theory may be applied to pedagogical practice in schools. The literature review resulted in the theoretical framework. A qualitative design was selected for the study. The researcher employed the case story approach research method, which utilized input from individuals to identify key transformational teaching practices. The participants were 7 teachers in an all-girls school in Southern California. Validity of the interview questions was assured through employing an expert panel, and reliability was established through use of a second data reviewer. </p><p> <b>Findings.</b> The study identified 18 key transformational leadership practices that are classified within Bass&rsquo;s theory of transformational leadership. These practices fell into the dimensions of Bass&rsquo;s theory: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. Two additional themes emerged as findings of interest. </p><p> <b>Conclusions.</b> This study identified practices of transformational teachers in an all-girls school. By identifying specific transformational teaching practices, this study can assist teachers in applying transformational teaching methods which they can utilize as part of their teaching practice. Identification and reinforcement of these practices may be included in teacher training as they begin instruction at girls&rsquo; schools. Additionally, girls&rsquo; school administrators and faculty mentors may use the results of the study to create teacher professional development programs at their schools. </p><p> <b>Recommendations.</b> More research is needed to understand how transformational teaching practices affect student learning. Teacher education programs may use these findings as support for increasing their instruction of transformational teaching techniques. The findings may also reveal practices that school leaders such as principals, division directors, or other administrators can promote with their faculty members.</p>

<p> This study explored female refugees&rsquo; perceptions and life experiences at the Za&rsquo;atari Camp in Jordan. While the study explored challenges and difficulties refugee women have endured while living in the camp, emphasis was placed on how they faced these challenges, coping mechanisms used for overcoming and enduring such circumstances, and what new life roles they had to assume. Utilizing Schweitzer, Greenslade, and Kagee&rsquo;s (2007) model, this study explored, through qualitative phenomenological methods, the tenacity, resilience, and strength that empowered refugee women throughout their experiences in the camp. In-depth interviews were the main method of data collection. Forty-three face-to-face interviews were conducted on camp premises during the summer of 2015. The data was analyzed according to the Interpretive Phenomenological Analytic (IPA) guidelines.</p><p> The findings of this study revealed the female refugees of the Za&rsquo;atari Camp were not passive in dealing with their adversities. They showed resilience, tenacity, and resourcefulness when coping with life in the settlement. Their resilience is seen through their determination to provide for their families and normalize their lives inside the camp. Additionally, female refugees employed different coping mechanisms for maintaining their psychological well-being such as religiosity, seeking social support and networking, and self-empowerment. </p><p> The findings also indicated children&rsquo;s education in the camp continues to be an area of concern for a majority of refugees despite their understanding of the importance of education for their children&rsquo;s survival. Due to the widespread notion the camp&rsquo;s education was not accredited in Syria, and their beliefs of the temporariness of their encampment, children were left to their own accord in deciding whether to attend school or not.</p><p> The results of this study challenged the &ldquo;Dependency Syndrome&rdquo; myth which postulate refugees tend to become dependent on humanitarian aid and unable to fend for themselves. On the contrary, many become strong, independent and assertive. In the end, they came to see themselves differently which brought a new level of understanding of themselves and their abilities.</p>

<p>Increased demands, retirement rates, and attrition rates have caused a growing instability in the quantity and quality of education leaders, thereby mandating leadership capacity-building efforts. While women are nearly 75% of the teaching force, they are markedly absent from the education leadership picture, especially at the secondary principal and superintendent level. Few studies related to women in education leadership have assessed specific practices that have been attempted to increase the numbers of women education leaders. The purpose of this study is to examine how a district in southern California works to build the next generation of women school and district leaders. Specifically, it investigates the strategies employed by the district, explores perceptions of district stakeholders, especially women, regarding the influence of the leadership capacity-building strategies, and identifies factors that facilitate and inhibit these strategies. Transformational leadership and social role theory serve as the theoretical framework for the study. A combination of interviews, observations, and document analysis are utilized in the qualitative case study methodology.

<p> The need for experienced leaders to fill senior positions in the field of international education in higher education is growing. However, the disproportion between the numbers of women in mid-level positions compared to the number of women in senior level positions remains elusive. This qualitative research using narrative inquiry analysis produced rich data specifically related to the process of leadership development of women in mid-level positions. Seven women in mid-level international education positions at U.S. institutions of higher education voluntarily participated in multiple interviews. The social constructivist framework informed the construction of a three-phase data analysis process that included iterative participation of the study participants to establish the emergent themes of experiences of knowledge transfer and access related to leadership development. The iterative process resulted in narrative portrait vignettes of the participants and led to the identification of six themes affecting the experiences of knowledge transfer and access of women, which included financial resources, educational degree, gender, confidence, physical location and institutional impact. The narrative inquiry process resulted in theme interpretations and recommendations for the field of international education to &lsquo;mind the gap;&rsquo; both the gap in the literature on this topic and the gap in the stories of women&rsquo;s professional experiences. The results presented practical implications for the field of international education and informed recommendations to expand the body of future research for women in international education in the United States. </p><p>

<p> Although 76% of teachers in the United States are women (Superville, 2016), only 55% of suburban principals are female (Bitterman, Golding, &amp; Grey, 2013). This number decreases at the secondary level. In high schools, only 30% of administrators are female. This qualitative research study is designed to explore and describe the lived experiences of females in formal leadership positions at the high school level in suburban school districts in Allegheny County, Pennsylvania to identify barriers and opportunities they have experienced in those positions. In-depth, semi &ndash; structured interviews of participants who self-selected to be a part of the study are used to glean information about the phenomenon of female leadership in secondary education. The findings of this study will be used to increase awareness of the phenomenon for school districts looking to increase female leadership at the secondary level as well as for female teachers at the high school level interested in but not yet attained leadership positions.</p><p>

<p> This study examined the prospects, challenges, and practicalities of an ethnic and demographic and subgroup in the attainment and exercise of leadership, specifically Iranian-American women based in the Greater Los Angeles area of California. A qualitative phenomenological study was designed in which 15 participants, selected through purposive sampling, were engaged in a semi-structured interview format, with a focus on eliciting answers pertinent to 4 research questions germane to the topic of interest. These 4 questions concerned the success strategies of Iranian-American women leaders, their specific challenges, the metrics of their success, and their lessons for aspiring leaders. Eleven specific interview questions were conceived to address these issues, with the responses recorded, transcribed, and coded to uncover common themes and categories among the answers. The findings indicated a common agreement on the importance of education, mentorship, motivation, a sense of self-belief and purpose, optimism, considerations of culture, and integrity as core elements of attaining success. Broadly speaking, participants&rsquo; responses independently converged on the central importance of a leadership character best identified with what has become known as transformation leadership. This style is associated with leading by example and motivating a team to act independently yet in alignment with broader goals, in contrast to the traditional <i>command-and-obey </i> structure of transactional leadership. As indicated by a substantial body of literature, the transformational style is more commonly associated with women leaders and with the empathy-related component of emotional intelligence. Moreover, research has indicated that it is an especially effective style. Together, the results of this research and the associated literature lend themselves to a number of specific recommendations for aspiring Iranian women leaders, while also providing encouragement for them in their attainment and practice of such leadership.</p><p>

<p> This thesis presents an investigation of body image and connection with nature among American Indian female adolescents. This mixed method study incorporating the use of focus groups and survey for data collection examined the perspective and voice of teen girls from a rural American Indian community. The thesis considers how modern western influences play a role in American Indian teen girl&rsquo;s development and views of beauty and body image. This research provides perspective on American Indian adolescent girls&rsquo; perceptions of their body image, as well as their perceptions regarding their connection to the natural world. Participants experienced an array of outdoor activities and most of the participants claim they have had or have a connection with the nature world and enjoy the outdoors. The research discovered the importance of cultural identity and how it can support a positive sense of self and a positive body image among American Indian female adolescents. The study provides insight and understanding regarding adolescent girls in American Indian communities, thereby allowing greater understanding in initiatives towards the development of all female American Indian adolescent adventure programming that is both meaningful and relevant to the culture. The research suggests the participants are influenced by their community and culture, focusing on the inner beauty or self-esteem of a person rather then the physical aspect of a person. Most of the participants like being out in nature and claim to have a connection with the natural world.</p>