The purpose of this study was to explore whether gender bias induces trauma and whether it is a factor in women attorneys leaving their legal practice. The American Psychological Association (n.d.) defines trauma as a deeply distressing or disturbing experience that overwhelms a person’s ability to cope and leaves lasting emotional, psychological, or physical effects. Traumatic events include those caused by human behavior (e.g., rape, war, industrial accidents) as well as by nature (e.g., earthquakes) and often challenge an individual’s view of the world as a just, safe, and predictable place. This may be one of the first quantitative studies to establish a correlation between trauma and workplace gender bias with inferential statistics regarding its impact on job turnover in the legal profession, as there is limited research in this specific area. Based on previous research that links identity trauma with gender bias by Cherry and Wilcox (2020) and research showing gender bias in the workplace can lead to job dissatisfaction and turnover by Diehl et al. (2020), the authors tailored research questions to determine whether gender bias experiences would positively correlate to trauma, and whether the resulting gender bias-induced trauma would positively correlate to attrition from legal practice. The participants were 275 attorneys who identified as female and practiced law within the United States (n = 275). Expanding on the Gender Bias Scale by Diehl et al. (2021), this study employed a cross-sectional survey design using a self-administered online questionnaire to collect quantitative data for exploratory correlational analyses of gender bias and trauma, and their impact on turnover. There was partial support for both research questions. Almost 90% (n = 247) of the participants responded affirmatively to trauma symptoms due to gender-bias incidents in their workplaces. Of those who endorsed trauma symptoms, most attributed the trauma as a reason for leaving (43.80%) or contemplating leaving a position (34.90%), their practice, a position, or the field of law. Specific gender-based barriers have been identified from this data that human resource personnel and bias training programs can target to minimize trauma symptoms and enhance the retention of women attorneys.
The field of student affairs is considered a helping profession as it requires the provision of assistance and support to others. Likewise, having a child with a disability and/or illness places a burden of help and support on caregivers in the home setting. Through a narrative portraiture lens, this qualitative study examines how women who work in student affairs and who have at least one child with an identified disability, describe emotional labor and strategies they utilize to navigate the aforementioned across work and home environments. Findings suggest that the women interviewed assume a helper identity at both work and in the home, which requires them to use emotional labor frequently in both arenas. For many women, the organizational culture of the workplace coupled with demands associated with parenting a child with a disability drives their need to mask, which ultimately influences overall satisfaction with work performance and home life. We provide higher educational leaders with practical and sustainable recommendations to transform organizational culture, policies, and practices that have the potential to reduce emotional labor for this population of employees. Keywords: emotional labor, helper identity, higher education, student affairs, mothers of children with disabilities
In this institutional ethnography, we explored how women faculty members at a Midwest Research University (MWU)experienced the promotion and tenure evaluation (PTE) process through the lens of feminist standpoint theory. Beginning from the standpoint of women faculty navigating the PTE process, we employed institutional ethnographic methods first to identify the work of giving and receiving care among women academic workers. We then explored the institutional and organizational ruling relations that coordinated that work. Our findings consist of the disjunctures or conflicts between the day-to-day experiences and how women faculty interact with the institutional structures that coordinate their work. Women focus group participants described feeling like they were at a disadvantage because they were experiencing additional pressure to take on caregiving work, and that their care-receiving work was undervalued; participants reported conflicts between the work and what they perceived as required by organizational PTE policy. We conclude by calling for systemic support for faculty mentoring activities. We also recommend that for these changes to be lasting, recognition for mentoring activities be included in the Promotion and tenure evaluation (PTE) process with formalized measurement methods. Keywords: institutional ethnography, women faculty, caregiving, care receiving, receiving care, uncompensated work, ideal academic worker, promotion, tenure, career advancement, feminist standpoint theory, gender equity
Black women entrepreneurs play a vital role in the U.S. economy, launching businesses across diverse industries more expeditiously than their counterparts. Despite this growth, the lived experiences of Black female entrepreneurs in the beauty industry are permeated by challenges from conception through all stages of business development, including leadership deficiencies, capital constraints, and systemic barriers that threaten sustainability and profitability. The purpose of this qualitative, phenomenological study was to explore how Black women entrepreneurs apply effective leadership practices to access capital, enhance leadership skills, and navigate operational challenges. The theoretical framework for this inquiry was Transformational Leadership Theory, serving as a lens to examine how leadership practices shape business growth and operations. Guided by the research question: What effective leadership practices do Black women entrepreneurs in the U.S. beauty industry employ to access capital for investing in leadership development training, thereby enhancing their leadership skills, mitigating operational challenges, and improving profitability? Data was collected through semi-structured interviews with ten business owners and analyzed using Braun and Clarke’s (2006) thematic analysis. Five key themes emerged: mentorship, education and training, funding, sustainability, and business operations. Findings revealed that limited access to capital, leadership development, and mentorship hindered business growth. Leveraging leadership practices fosters profitability and long-term sustainability. This study contributes to the literature on women’s leadership by highlighting how Black women entrepreneurs can leverage effective leadership practices to expand their businesses and promote equity in underrepresented sectors. Keywords: Black women entrepreneurs, beauty industry, leadership development, access to capital, operational challenges, business sustainability
Media reflects and reinforces gender-based disparities. In Ghana, these inequalities exist in the media space. Despite the greater media freedom enjoyed by the Ghanaian media today, the male-dominated nature of media programming and placements has remained relatively unchanged from its experiences under the restricted media era in post-democratic Ghana. This research focuses on gender representations in media programming and placements in the Ghanaian media. We conducted a quantitative content analysis of news data collected over six weeks (July 4th - August 16th, 2022) from five primary Ghanaian TV channels: TV3, Joy News, Citi TV, GhOne, and UTV. Our findings reveal an epistemic injustice toward women, stemming from the overrepresentation of male expertise in media programs. While women appear slightly more often as program hosts, indicating greater on-screen visibility, their expertise is not utilized to the same extent as that of men. We discussed the impact of culture, media objectification, and commodification as factors influencing women's presence in the Ghanaian media. Keywords: Presumed incompetence, gender, Ghanaian media, underrepresentation, content analysis
Although Black women have established themselves as leaders within colleges and universities, few have advanced to the most senior levels of postsecondary administration, leaving them underrepresented in these roles (Williams et al., 2024). Existing research on Black women at this level has largely focused on the presidency, often overlooking the experiences of those serving in other executive positions (Johnson, 2025). In this phenomenological study, I examined how four Black women in executive positions perceived the influence of their racial and gendered identities on their leadership experiences at predominantly White institutions (PWIs). Guided by Black Feminist Thought, in-depth interviews explored how participants navigated their institutions. The analysis revealed participants described instances of stereotyping, exclusion, and challenges to their authority which they addressed through identity management, coalition-building, and active resistance. The findings draw attention to the persistent structural barriers Black women encounter within executive administration and their strength to adapt to institutional environments. Keywords: Black women; higher education; executive-level administration; predominantly white institutions; phenomenology; Black Feminist Thought
This study replicates and extends Rubin’s (1981) research on students’ use of address terms for their college professors to explore how gendered expectations have evolved in contemporary academic settings. Using data from 445 undergraduate students, this study examined preferred address terms across public (in class) and private (office) contexts, as well as perceptions of ideal professor traits. Descriptive and inferential analyses, including chi-square and independent-samples t-tests, revealed no statistically significant relationship between professor gender and address term choice, χ²(3, N = 445) = 3.42, p = .33, Cramer’s V= .09. However, familiarity significantly predicted informality, t(443) = 2.15, p = .03, η² = .02. Students overwhelmingly reported that how professors addressed them (84%) influenced their own choices. Results suggest remarkable stability in address-term patterns over four decades, with formality remaining the default in classroom contexts and first-name use emerging mainly in informal interactions. These findings reinforce the enduring influence of academic hierarchy and reciprocal adaptation between students and professors in shaping linguistic respect and perceived authority. Keywords: address terms, college students, gender, professors, sex differences, titles
To apply self-efficacy theory to identify the sport-related themes and the processes through which they influence leadership self-efficacy (LSE) among Japanese female high school student-athletes. Method: Focus group and one -on-one interviews were conducted with 30 female high school student-athletes aged 16-17. A grounded theory approach (GTA), which allows the generation of theory from participants’ narratives, was employed to extend self-efficacy theory within the sport context. Result: We identified four categories that impact LSE: (a) leadership experience, (b) feedback on leadership behavior, (c) observation of leaders, and (d) sport performance level. Implication: These findings of this study contribute to the development of leadership education programs for girls through sport, helping to address the underrepresentation of female leaders in Japan. Keywords: leadership development; female student-athletes; leadership self-efficacy; sport leadership
Administrative assistants play a vital role in higher education institutions in the United States by supporting faculty, staff, and students in a variety of ways. Despite providing critical day-to-day duties, administrative assistants employed in higher education lack mentorship and are underpaid and overworked, contributing to job dissatisfaction. Counter to these demotivators, administrative assistants build and sustain rewarding relationships with students and peers. To better increase job satisfaction and retention of administrative assistants, higher education leaders should consider the following findings of this qualitative study using Herzberg’s Two-Factory Theory: lack of training and mentorship, being overworked and underpaid, and building relationships, all contribute to job satisfaction for administrative assistants in higher education in the United States. Keywords: administrative staff experiences, higher education administrative assistants, job satisfaction
Women leaders are often credited with demonstrating empathy, nurture, and compassion during a crisis (Vongas & Al Hajj, 2015). Empathy is considered an added value that women leaders offer the workplace; however, it is worth exploring their strategic abilities. Strategy is a skill historically linked to masculinity (Laurie, 2015). A more inclusive understanding of both leadership practices for women is necessary. Strategic thinking and empathy are essential in stabilizing and creating future opportunities during an economic crisis (Beilstein et al., 2021; Khaund, 2023; Yorke, 2023). I provided a phenomenological analysis to gain insight into how women leaders engage both skills, develop future leaders, and practice resiliency through change. An exploration linking empathetic leadership and strategic thinking prompts leaders to reimagine the evolving marketplace needs and address ongoing organizational issues. The study was guided by the following research questions: (a) how do empathy and strategic thinking present in women leaders’ abilities to manage crisis, and (b) how do empathy and strategic thinking present in women leaders 'ability to develop emerging leaders? An interpretative phenomenological analysis study was framed in social capital theory (SCT), and cognitive and affective empathy was used to interview 10 women leading in different industries. Women leaders shared their experiences, highlighting advocacy, accountability, decisiveness, creativity, commitment, and community, resulting in the creation of a leadership development model. Keywords: women leaders, empowerment, empathy, strategic thinking, emerging leaders
This qualitative study explored the lived experiences of 10 retired female senior enlisted leaders assigned as first sergeant (1SG) and command sergeant major (CSM) in initial entry training (IET) to ascertain if their experiences shed light on the underrepresentation of female leaders in the basic combat training (BCT) environment. Data collection emphasized factors that led to success in the IET environment, as well as challenges and barriers they faced. The theoretical framework underpinning this study included the social role theory, which holds that the expectations for men and women are based on sex differences that regulate behaviour in an adult’s work and family life, and the role congruity theory of prejudice toward female leaders, which suggests women do not reach top-level positions because they are less capable than men and because women are judged more harshly when they are in leadership roles. Having to prove oneself, reaction to female leadership, family obligations, and fighting stereotypes emerged as barriers and challenges. Attributes needed for success in the IET BCT environment included Army values, toughness, and tenacity. Coding of positions and male perception of female leaders emerged as barriers that preventfemales from attaining 1SG and CSM in the BCT environment. The findings support the social role theory and role congruity theory of prejudice toward female leaders. The results extend research on the representation of women in senior leadership positions because they illuminate female leaders in a nontraditional educational environment in the largest branch of the U.S. military. Keywords: women, leaders, U.S. Army, basic combat training, glass ceiling, women in leadership; leadership theories
The purpose of this qualitative, interpretative phenomenological study was to explore how executive women working in the sport industry described their lived experiences navigating challenges to attaining executive positions. The theoretical framework for this study was the Leadership Labyrinth, which is used to identify the unique and specific challenges women may face throughout their professional careers and personal lives. The study was guided by two research questions which asked how do executive women describe their lived experiences pertaining to gender bias while working in the sport industry and how do executive women in the sport industry described their lived experiences of overcoming challenges of gender bias in attaining executive positions? The sample consisted of 12 female executives in the sport industry in the United States. The primary method of data collection was a 60–90-minute open-ended interview, and the analysis method for this research study was Heidegger’s method of Interpretive Phenomenological Analysis. The results of this study identify the role gender bias plays in women’s careers. Other career inhibiting factors like work-life balance, double standards, societal gender roles, stereotypes, the need for male sponsors, men as decision makers, and the Queen Bee Syndrome were identified as unique challenges. The findings of this study also outline factors and techniques used to navigate and overcome the challenges associated with gender bias including personality type, a need for confidence, building relationships, and using gender as an advantage. This study provides a unique perspective and contributes to the overall body of work pertaining to the female experience in the sport industry. Keywords: Gender, bias, sport, Leadership Labyrinth, Queen Bee Syndrome, female, executive, phenomenology
Through a narrative portraiture lens, this qualitative study examines how women who work in student affairs, and have at least one child with at least one identified disability, describe emotional labor and strategies they utilize to navigate emotional labor. The findings of this study suggest that these women assume a “helper identity” across settings, which requires them to use emotional labor frequently in both their personal and professional lives. For many women, demands within the family system and the organizational culture of the workplace drive their need to “mask,” which ultimately influences overall satisfaction with home life and work performance. We provide higher educational leaders with practical and sustainable recommendations to transform organizational culture, policies, and practice. Findings indicate that these suggestions could reduce emotional labor for student affairs mothers with children with disabilities.
What does it mean to be a good mother? What does it mean to be an effective school leader? These questions elicit a myriad of answers, illustrating the complex roles of mother and leader. The complexities are magnified for those who inhabit both roles. The purpose of this study was to understand the intersectionality of motherhood and educational leadership through the experiences of women who are mothers and leaders in a public school district in North Carolina. In this qualitative study using a phenomenological approach, a focus group was formed to explore participants’ experiences and perceptions of the benefits and conflicts inherent in maintaining the roles of mother and school leader as well as their perceptions of the non-dichotomous relationship of the two roles. Feminist standpoint theory and work/family border theory were utilized as frameworks to inform study design, data collection, and data analysis. Ideas around gendered roles as well as work/family balance were central in our efforts to understand the lived experiences of each participant. Through analysis of each focus group session, followed by an analysis across group sessions, three themes emerged: 1) emotional challenges 2) mother’s ways of leading, and 3) work-life balance. Keywords: Mother/Leader, Women in School Leadership, Feminist Standpoint Theory, Intersection of Motherhood and Leadership
Mentoring research that explores the experiences of executive leaders as mentees is limited, and almost non-existent, for women of color nonprofit chief executive officers (CEOs). Not only is existing literature limited, it does not intentionally explore how intersectionality influences the development of quality mentoring relationships for women of color executive leaders. The term Latina Leadership Development (LDD) has been established as a dedicated concept related to the leadership development of Latinas in this study. The purpose of the study was to explore how Latina nonprofit executive leaders in California leveraged existing social capital and mentoring relationships as mentees that influenced their self-efficacy and leadership development. Research was conducted between 2017 and 2020 with 10 Latina nonprofit CEOs in California utilizing qualitative research methodology. A hermeneutic phenomenological research design was applied utilizing hermeneutic looping techniques during a nine-step data analysis process to ensure participants’ perceptions of their lived experiences remained at the core of this study. This paper presents two themes produced by the study: (a) An evolution of mentorship relationship type and function exists with a preference for informal mentoring relationships that provide psychosocial supportive functioning, and (b) A constellation of mentors from diverse racial, ethnic, and gender backgrounds are preferred and integral to LLD. This study empirically extends existing scholarship by showing how intersectionality and specific characteristics of mentoring relationships may be most beneficial for Latina and women of color nonprofit CEOs. Keywords: mentoring relationship, nonprofit organization, Latina chief executive leader, social capital, community cultural wealth typology, intersectionality, hermeneutic phenomenology
The 2024 Volume of Advancing Women in Leadership Journal (AWLJ) includes researchers from around the world. They are from Canada (Ontario and British Columbia), the Philippines, Australia, and the United States, including California, Maryland, New York, North Carolina, and Ohio, and the work that is published here also highlights women from these locations and Trinidad and Ghana. These researchers dealt with structural impediments to women’s opportunities, highlighting the transformative power of mentorship, resilience, and targeted strategies against professional obstacles. This is a valuable collection because it underlines how gendered expectations, cultural biases, and organizational structures continue to be essential factors in the construction of women's leadership experiences. Yet it also points out some novel approaches, such as informal and peer mentoring, narrative inquiry, and digital advocacy, reflecting the potent role of collective action and relational support in promoting better levels of empowerment and equity.
Mentoring of early career researchers (ECRs) in universities usually involves older, more experienced researchers providing guidance to younger researchers starting out in their careers. However, for women who enter academia as a second or more career (second +), this type of mentoring may not recognise the experiences these women bring with them or the unique barriers that they encounter. This study is an autoethnographic case study through a relational cultural theory lens of five women who entered academia later in their careers but were classified as ECRs. In order to address the unique challenges confronting them they formed a peer mentoring group. Analysis of group discussions and individual reflections resulted in the identification of common themes of disempowerment, lack of belonging and lack of collegiate relations as they confronted the often-invisible barriers presented by university processes and culture. Sharing of mutual experiences within the peer mentoring group resulted in greater self-awareness of negative self-talk and beliefs, developed understanding of university systems, empowered participants through relational problem solving and supported agency in planning career progression. The increased sense of belonging and self-efficacy that participants felt suggests that peer mentoring, rather than traditional mentoring schemes, may be of greater benefit for other second+ career female academics. Keywords: mature female academics, mentoring, university relationships, empowerment, early career researcher(s)
Women constitute most health workers, yet they hold proportionately fewer leadership positions. The literature is replete with normative advice to address gender specific barriers to women’s leadership; less attention is paid to the processes women undertake on their paths to leadership. We describe the leadership journeys of 23 women leaders in the health sector in Canada, guided by a multi-layered framework of barriers and enablers. A thematic analysis of 11 semi-structured interviews and 13 public presentations on leadership journeys was conducted, which applied a priori and emerging themes to segments of the transcripts using NVivo 12. Three key themes emerged: impetus for leadership journey, enablers to leadership development, and barriers to advancement. Women leaders reported a variety of reasons to embark on their leadership journey from their own desire to make a difference to being tapped on the shoulder by mentors and sponsors. Many of the barriers faced were specific to their intersectional identities where they often juggled the complex demands of gender role expectations, while maintaining personal and familial mental health and well-being. The multi-layered framework of important factors was validated and improved. Better understanding women’s leadership journeys needs to capture processual and structural dimensions. Keywords: Women Leaders, Leadership Journeys, Health Care, Health Sciences
Abstract Within this qualitative phenomenological case study, I explored the perspectives of informal mentoring as a coping strategy to navigate workplace and career stagnation for Black women college administrators in the United States. Findings from their experiences indicate that while formal mentoring and sponsorship existed for their counterparts, it was not accessible for them. The participants described informal mentoring was needed and helpful for their workplace challenges and for the cultivation of their leadership growth strategies, particularly as employees at predominately white institutions. Seven themes emerged: (a) Defining Supportive Relationships; (b) Relevancy of Race and Gender in Mentoring; (c) Cultivating Kinships and Networks; (d) Identifying Salient Challenges; (e) Navigating Campus Culture; (f) Penetrating Boundaries to Leadership; and (7) Leveraging for Leadership. Keywords: mentoring; Black women college administrators, counterspaces; Black feminist theory
