Search results

For many years, researchers from management, psychology, sociology, and other disciplines have studied not only the differences that gender makes in the style of managers' leadership but also how the gender of the subordinates affects their perceptions about the different behavior of male and female leaders. Those studies mostly focused on gender and constructive leadership styles, thus neglecting potential destructive aspects of leadership. Therefore, this chapter aims to understand the relationship between men and women and the observations of employees regarding the destructive leadership behaviors of both male and female managers. The results of the study, which was conducted with 130 participants who have been working under different managers, highlight several issues and interpret them in terms of the different psychological and sociological theories and models.

Sweden, as a country based on extremely high secular and self-expression values, serve as an example that somewhat differ from other countries internationally, when it comes to educational leadership curriculum. The chapter takes its starting point at the governmental decision for Swedish universities to gender-mainstream their organisations, something that affects the educational leadership curriculum. To be able to discuss this, I present three research studies on gendering leader identity development processes and gender equality strategies in the Swedish higher education setting. In a longitudinal study of the process of leader identity development, the main result was the emergence of a gendering process in the discourse on academic leadership. At the end of the leadership assignment period, leader identity was described in differing terms at subject positions held by women and men, respectively. In a separate study on female heads of research-heavy departments, three conflicting subject positions appeared that showed different strategies when leaders were of the female sex: (a) a gender-conscious position, (b) a gender-neutral or gender-unconscious position and (c) a position of sex discrimination experience. In a third, large national study, based on horizontal analysis of gender equality in Swedish higher education institutions (HEIs), was found that universities internally consist of different worlds when it comes to the possibility of making academic careers and in how male- and female-dominated academic disciplines explain gender inequality and strategies to handle this. Results from these studies will be discussed, in light of the striving for (gender) equal and just organisations, since gender equality is an important aspect of Swedish educational leadership curriculum.

All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.

The recent UK Diversity in Sport Governance report (Sport England & UK Sport, 2019) highlighted that two-thirds of boards have no Black, Asian and minority ethnic members and that board diversity is an ongoing problem. In the report, Sport England and UK Sport (2019, p. 5) acknowledged that ‘the sports sector is falling behind other sectors in terms of minority ethic members’. While this is an important acknowledgement, it reflects trends in both research and policy on diversity in UK sport governance that continue to focus on single forms of discrimination (e.g., gender, ethnicity, age or sexuality). In this chapter we move beyond this approach to consider how Black women experience sport leadership and governance through an intersectional lens. The key findings in this paper outline Black women's positionality at the intersections of race and gender and how these influence their sport leadership opportunities and experiences based on (1) their outsider within status, (2) inequities in their salaries, marginalising promotions and occupational stereotyping, (3) their identity negotiation and (4) their experiences with womanism. We conclude by arguing for more research that explores the intersection of race and gender within UK sport leadership and governance, which should be positioned within the context of long-standing and deep-rooted racialised and gendered ideology and beliefs within UK society.

The social relations model (SRM; Kenny, 1994) explicitly proposes that leadership simultaneously operates at three levels of analysis: group, dyad, and individual (perceiver and target). With this model, researchers can empirically determine the amount of variance at each level as well as those factors that explain variance at these different levels. This chapter shows how the SRM can be used to address many theoretically important questions in the study of leadership and can be used to advance both the theory of and research in leadership. First, based on analysis of leadership ratings from seven studies, we find that there is substantial agreement (i.e., target variance) about who in the group is the leader and little or no reciprocity in the perceptions of leadership. We then consider correlations of leadership perceptions. In one analysis, we examine the correlations between task-oriented and socioemotional leadership. In another analysis, we examine the effect of gender and gender composition on the perception of leadership. We also explore how self-ratings of leadership differ from member perceptions of leadership. Finally, we discuss how the model can be estimated using conventional software.

This interpretive ethnographic research explores the relationship between leadership and masculinities in an entrepreneurial team context. The team is situated in a higher education (HE) environment in the northeast of England, where its members develop startups while studying for a degree in entrepreneurial business management. The chapter contributes to entrepreneurship and leadership literature with a conceptual basis for understanding the links between gender and leadership in an entrepreneurial team in a way that transcends binaries, by focusing on masculinities as plural and nuanced, and on leadership as shared and mutual. The 13 young male entrepreneurs’ performances of gender and leadership are captured through nine audio-recorded observations. The thematic analysis of the data using a Global Leadership and Organizational Behaviour Effectiveness (GLOBE) framework reveals that young male entrepreneurs lead and relate to each other in assertive, supportive, and participative ways with assertive leadership behaviors linked to hegemonic masculinities and the latter two ways to inclusive masculinities. Those gender and leadership constructions are embodied, nuanced, plural, and shared in the situated entrepreneurial community. We recommend that new educational programs, developing leadership and/or entrepreneurship, need to be sensitive to local contexts, and should take account of plurality and nuances of doing gender and leadership in particular localities.

Women leaders are critically underrepresented in academic leadership, and the leadership of diverse groups of women has been profoundly undervalued. Women of color leaders within higher education face a double bind of racial and gender disparity and biases within the education workforce and their institutions. This chapter situates leadership in the education workforce and the process of women of color becoming leaders within an understanding of intersecting social identities and intersectionality. At all levels of higher education, women of color, particularly Black women, have increased over time and present an opportunity to understand how their intersecting identities, feminist standpoint, and collective community contribute to increased racial diversity, gender diversity, and inclusive workplaces.