My Journey

Leadership has different meanings for many people. I did not set out to be a leader, I found in each educational setting where I worked, there was a need for someone to step up and say, “I’ll do it!”. In fact, in my own schooling, I never ran for student government or was the first to answer in class, but I did find small ways to lead that in retrospect, happened for the same reason - there was a need that required someone to step up. 

My research is an autoethnographic study that is based on narrative inquiry. I will be looking back at my trajectory as a teacher and a school leader to define my values as others see them and define what authenticity is in education. It is a rare opportunity to gather data that may inform others who are reluctant about leadership but are poised to make change. Many people say these words to me, “I would never want to be a Principal.” In my opinion and after my experience, many of these people would make excellent leaders. As an artist (and former art teacher) I also have an interest and background in social media creation and web/graphic design and video. I would like to combine these skills/interests with messages for those who do not see themselves as leaders: teachers in their classrooms, parents as partners in schools, and perhaps one day I will offer classes in leadership principles for these groups. There are so many wonderful tools and strategies that can be adapted and transferred to people not labeled as “leaders” but are leading every day. 

Leadership Dilemma

Leadership is in trouble. Too often no one volunteers for fear of being “wrong” or since people do not trust their leaders, they don’t want to be associated with them. Traits like charisma, fear and false promises get in the way of kindness, compassion, connection, and collaboration. Feminist Leadership framework is rooted in the examination of the differences that exist related to dependence and interdependence. Gender identification differences create a distinct difference in leadership styles. In general, Cross and Madson (1997) in Gabriel and Gardner (1999) argued that whereas those who identify as men are relatively more independent, and those who identify as women, or feminine, are generally more interdependent. The difference highlights how an individual defines themself concerning others, either as independent (or separate from) or connected to other people. (Markus & Kitayama, 1991 in Gabriel & Gardner, 1999). These connections cause distinct differences in leadership. When in leadership positions, females tend to work with their colleagues and supervisees and exercise a higher level of emotional intelligence in the workplace. This idea may have originated with Paolo Friere’s Transformational Ideology, emphasizing dialogue as central to transformational change (1970). Freire (1970) said, “dialogue cannot exist in the absence of a profound love for the world and for people . . . Love is at the same time the foundation of dialogue and dialogue itself” (p. 89). “Dialogical love” is characterized by humility, faith in the people, hope, critical thinking, and, ultimately, solidarity (Friere, 1970). The characteristics of Feminist leadership include ideologies such as collaboration, creativity, dialogue, community, and a connection to emotional intelligence.  Feminist leadership can consist of aspects of transformational, constructivist, and post-modern leadership styles. Lambert et al. (in Bennett & Anderson, eds. 2003) describe Constructivist Leadership as a collaboration between the leader and “the followers working together.” 

There are people who identify as male who can be described as Feminist leaders. Although my dissertation study will focus on female teachers and leaders, in future work I hope to focus on those who identify as male, transgendered folks, and non-binary individuals.