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An exploration of the lived experiences of black women secondary school leadersBailey-Morrissey, Claudette January 2016 (has links)
This research study investigates the lived experiences of eight Black women senior secondary school leaders (hereafter referred to as Black women senior leaders) so as to elucidate their understanding, perceptions and experiences of senior leadership. Educational reform has taken place in England during the Thatcher, Major, New Labour and Coalition governments, leading to significant changes in secondary schools in England. These changes have resulted in new leadership roles, challenges and high levels of accountability. Moreover, the role of headteachers and senior leaders have been widely researched and discussed (Brundrett, 1999; Bush et al. 2006; Lumby and English, 2009; Leithwood, 2009, 2012), yet the experiences of Black women senior leaders is absent from the literature, which has focused on the experiences of Black minority and ethnic teachers and leaders (Powney et al. 2003; Bush et al. 2006; Coleman and Campbell-Stephens, 2010; Johnson and Campbell-Stephens, 2014) A social constructionist, interpretivist paradigm was adopted for this thesis and, using an intersectionality lens, the complexities of Black women senior leaders’ multiple identities and experiences were explored. Sixteen transcripts were generated from two semistructured interviews with the participants and my own, to explore how their race; gender; and, social class intersect to shape their leadership perceptions, beliefs and behaviours. Moreover, this research study is interested in gaining a better understanding of how Black women senior leaders develop their personal and professional identities; the value they place on formal and informal leadership preparation, development and learning approaches; and, how they maintain professional relationships with colleagues. The key findings are presented under the three research questions where Black women senior leaders’ narratives elucidate the lessons they have learnt throughout their senior leadership journeys, which provide insights into their experiences, offering practical advice to help other Black women and colleagues considering senior leadership.
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Women Leaders in Information Technology: A Phenomenological Study of Their Career PathsNewsome, Michelle 01 January 2019 (has links)
In the United States, women remain underrepresented in senior level positions in the information technology (IT) field. Despite this challenge, a few women have successfully ascended into senior leadership in IT. Using the social cognitive theory as the conceptual framework, the purpose of this qualitative transcendental phenomenological study was to understand the lived experiences of senior women leaders in the IT field. The research question explored the lived personal and professional experiences of senior women leaders in IT to gain an understanding of their career advancement into senior leadership positions. Through the use of the modified Van Kaam method of data analysis, 6 major themes emerged from interviews with the 15 participants. The results indicated that self-efficacy, hard work, and mentorship may help women ascend into senior leadership in IT. This study may contribute to positive social change by promoting the understanding of the experiences and perspective strategies for increasing the career advancement of aspiring women leaders in a male dominated industry such as IT. An increased understanding of women senior leaders' experiences in IT could attract more women, leveling the playing field of men and women.
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