Relevant bibliographies by topics / Women and inclusive leadership

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Women and inclusive leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Women and inclusive leadership"

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Bhattacharya, Shubhasheesh, Sweta Mohapatra, and Sonali Bhattacharya. "Women Advancing to Leadership Positions: A Qualitative Study of Women Leaders in IT and ITES Sector in India." South Asian Journal of Human Resources Management 5, no. 2 (July 19, 2018): 150–72. http://dx.doi.org/10.1177/2322093718782756.

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The article examines the key factors that facilitate the advancement of women to leadership positions in the information technology and information technology enabled services (IT and ITES) sector in India. It adopted interview based exploratory case study method using multiple case studies and gathered empirical data using in-depth semi-structured interviews. The study identified critical individual and organizational factors which facilitate the advancement of women in leadership positions. The findings are of value to human resource and diversity practitioners to create gender-balanced and inclusive leadership in the organizations that would lead to attracting, retaining and developing women talent for leadership roles.
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Gouthro, Patricia, Nancy Taber, and Amanda Brazil. "Universities as inclusive learning organizations for women?" Learning Organization 25, no. 1 (January 8, 2018): 29–39. http://dx.doi.org/10.1108/tlo-05-2017-0049.

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Purpose The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector. Design/methodology/approach Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles. Findings It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education. Originality/value The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.
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Moorosi, Pontso, Kay Fuller, and Elizabeth Reilly. "Leadership and intersectionality." Management in Education 32, no. 4 (September 18, 2018): 152–59. http://dx.doi.org/10.1177/0892020618791006.

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Using intersectionality theory, the article presents constructions of successful leadership by three Black women school principals in three different contexts: England, South Africa and the United States. The article is premised on the overall shortage of literature on Black women in educational leadership, which leaves Black women’s experiences on the periphery even in contexts where they are in the majority. Through a life-history approach, we interviewed three Black women leaders on their experiences of gender and race in constructing success in leadership, and used intersectionality theory to analyse their accounts. Our analysis suggests that Black women leaders’ constructions of success are shaped by overcoming barriers of their own racialized and gendered histories to being in a position where they can lead in providing an education for their Black communities, where they are able to inspire a younger generation of women and to practice leadership that is inclusive, fair and socially just. We conclude with a range of implications for the scholarship of intersectionality and educational leadership practice.
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Jones-Morales, Jennifer Sharon. "Inclusive Pathways to Elite Leadership: Lessons from Caribbean Women and Men." Academy of Management Proceedings 2017, no. 1 (August 2017): 14827. http://dx.doi.org/10.5465/ambpp.2017.14827abstract.

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Pascale, Amanda Blakewood, and Matthew Ohlson. "Gendered Meanings of Leadership: Developing Leadership Through Experiential Community-Based Mentoring in College." Journal of Experiential Education 43, no. 2 (February 11, 2020): 171–84. http://dx.doi.org/10.1177/1053825920905122.

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Background: Employers consider strong leadership skills among highly desirable qualities for new hires. To meet the needs of today’s complex workforce, colleges and universities have increased opportunities for experiential learning for students. However, it is not known how students make meaning of these experiences in context with their personal backgrounds and experiences. Purpose: This study examines how women and men in college make meaning of leadership and leaders through experiential community-based mentoring participation. Methodology/Approach: A two-step qualitative content analysis of reflective journals, with a sample of 20 students utilizing the constant comparative method, is used to generate overarching themes. A second qualitative analysis compares how men and women understand leadership differently. Findings/Conclusions: Findings reveal that, despite a shift in the leadership literature away from hierarchical or trait models toward transformational, relational models that are typically more inclusive of women, our participants still made meaning of leadership and leaders in ways that were more closely aligned with antiquated understandings of leadership. Implications: Recommendations including use of experiential learning as a tool to intentionally increase leadership development and efficacy for women and men in college are discussed.
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Gupta, Anuja. "Women leaders and organizational diversity: their critical role in promoting diversity in organizations." Development and Learning in Organizations: An International Journal 33, no. 2 (March 4, 2019): 8–11. http://dx.doi.org/10.1108/dlo-07-2018-0085.

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Purpose The purpose of this paper is to analyze the role of women leaders in enhancing and managing diversity in organizations. Design/methodology/approach The approach of this paper is to combine the findings of two fields of research, namely, effectiveness of women leaders, and organizational diversity, and propose that women leaders have a critical role to play in enhancing organizational diversity and its effectiveness. Findings The main findings of the paper are that women leaders outperform their male counterparts in many of the necessary skills and competencies required to create democratic and inclusive organizations. Their leadership style is also best suited to effectively manage and take advantage of diversity in organizations. Practical implications Women leaders can create a very significant impact on creating inclusive environments in which diversity is valued and on organizational performance overall. Thus, it is imperative for firms to overcome gender bias and create meritocracies in which women leaders can be hired, retained, and promoted. Social implications Societies need to create grassroots change where perceptions of women in the workplace change. Originality/value The study creates a connection between two bodies of literature: one that explores the effectiveness of women leaders on leadership competencies and the second that looks at diversity in organizations, and how organizations can take advantage of this diversity. It shows that women leaders are well suited to promote and manage diversity in organizations by virtue of their skills and leadership style.
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Bonzet, René, and Liezel Frick. "Towards a conceptual framework for analysing the gendered experiences of women in TVET leadership." Journal of Vocational, Adult and Continuing Education and Training 2, no. 1 (November 1, 2019): 1. http://dx.doi.org/10.14426/jovacet.v2i1.28.

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Gender inequalities handicap leadership structures in technical and vocational education and training (TVET) colleges in South Africa. TVET women leaders’ gendered experiences are, first, intrinsically connected to both a professional career in TVET and family roles – the two being mutually inclusive – and can, secondly, be linked to three career pathways, namely learning, acquiring and performing leadership roles. Based on the relevant literature, the authors present a conceptual framework where themes include: such women leaders’ demographically influenced experiences; the stages in becoming a leader; gender-related notions and challenges; leadership contexts; and strategies for managing gendered experiences. Based on Maritz’s business coaching model, the framework contends with factors that may influence the current lack of women in TVET leadership. This article raises gender-related issues that are relevant to the entire TVET college sector, including current and future leaders, decision-makers and policy developers.
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Alwazzan, Lulu, and Samiah S. Al-Angari. "Women’s leadership in academic medicine: a systematic review of extent, condition and interventions." BMJ Open 10, no. 1 (January 2020): e032232. http://dx.doi.org/10.1136/bmjopen-2019-032232.

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ObjectivesBecause culture reflects leadership, the making of diverse and inclusive medical schools begins with diversity among leaders. The inclusion of women leaders remains elusive, warranting a systematic exploration of scholarship in this area. We ask: (1) What is the extent of women’s leadership in academic medicine? (2) What factors influence women’s leadership? (3) What is the impact of leadership development programmes?DesignSystematic review.Data sourcesA systematic search of six online databases (OvidMEDLINE, EMBASE, CINAHL, PsycINFO, the Cochrane Library and ERIC) from the earliest date available to April 2018 was conducted. Bridging searches were conducted from April 2018 until October 2019.Eligibility criteria(1) Peer-reviewed; (2) English; (3) Quantitative studies (prospective and retrospective cohort, cross-sectional and preintervention/postintervention); evaluating (4) The extent of women’s leadership at departmental, college and graduate programme levels; (5) Factors influencing women’s leadership; (6) Leadership development programmes. Quantitative studies that explored women’s leadership in journal editorial boards and professional societies and qualitative study designs were excluded.Data extraction and synthesisTwo reviewers screened retrieved data of abstracts and full-texts for eligibility, assessment and extracted study-level data independently. The included studies were objectively appraised using the Medical Education Research Quality Study Instrument with an inter-rater reliability of (κ=0.93).ResultsOf 4024 records retrieved, 40 studies met the inclusion criteria. The extent of women’s leadership was determined through gender distribution of leadership positions. Women’s leadership emergence was hindered by institutional requirements such as research productivity and educational credentials, while women’s enactment of leadership was hindered by lack of policy implementation. Leadership development programmes had a positive influence on women’s individual enactment of leadership and on medical schools’ cultures.ConclusionsScholarship on women’s leadership inadvertently produced institute-centric rather than women-centric research. More robust contextualised scholarship is needed to provide practical-recommendations; drawing on existing conceptual frameworks and using more rigorous research methods.
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Marrone, Jennifer A., Holly Slay Ferraro, and Therese Huston. "A Theoretical Approach to Female Team Leaders’ Boundary Work Choices." Group & Organization Management 43, no. 5 (August 24, 2018): 825–56. http://dx.doi.org/10.1177/1059601118795384.

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As organizations face progressively complex challenges, team leader boundary work that is relational and inclusive (i.e., work that relates to others across team boundaries and includes a wide variety of stakeholder perspectives and concerns) is more and more valued. These trends pose advantages and disadvantages for women team leaders. Although the desired leadership competencies align well with the communal qualities often attributed to and expected of women leaders, displaying boundary work behaviors that are relational and inclusive may paradoxically result in a questioning of women’s leadership competence by team members and parties external to the team. Moreover, concerns about gender stereotyping and discrimination may pressure women to adapt their boundary work behaviors to downplay or negate “femininity” as they lead. Reflective of these dilemmas, we propose that female team leaders experience conflicting internal motivations about the boundary work behaviors they display. Drawing from social role, impression management, and social identity perspectives, we examine the motives that drive women leaders to engage in or avoid boundary work that aligns with female gender roles, the contextual influences affecting the likelihood women leaders will act on these motives, and the implications of this boundary work for teams and female team leaders.
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Itty, Sarin Sajan, Jose Rafael Garcia, Calvin Futterman, Sofia Garcia Aust, and Bahaudin G. Mujtaba. "Breaking the Glass Ceiling Philosophy and Reality: A Study of Gender Progress and Career Development in the Corporate World." Business Ethics and Leadership 3, no. 3 (2019): 6–18. http://dx.doi.org/10.21272/bel.3(3).6-18.2019.

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With the evolving nature of the business world, it has become a modern necessity to have a diverse workforce. As such, human resources professionals and managers must be prepared for the redesign of their organizations to be more inclusive throughout their formal hierarchies. Although the overall attitudes have become generally more feminist, the unfortunate reality is that women continue to face internal and external barriers which act as a ceiling to their career development and advancement. Rather than viewing the paucity of women in management positions as a problem because of public disdain towards gender disparities within the workplace, this paper emphasizes that organizations should view this as an opportunity to gain a competitive advantage, given that having more women in leadership positions is correlated to improved organizational performance. The main argument of this research is that gender diversity can lead to better outcomes for an organization; in addition to this, research demonstrates that the inclusion of more women within management positions may also encourage a transformational leadership style, which could potentially lead to sustainable growth for a company. Throughout this paper, using the methodology of reviewing recently published literature, this paper demonstrates the fact that the glass ceiling is detrimental to the economic development of both women and the companies as institutional barriers seem to persistently block them from equitable advancement opportunities. Using published data and expert analysis, we provide suggestions and recommendations for the creation of an inclusive work environment where all employees can have fair and transparent progress based on their goals and qualifications. The “glass ceiling” literature has empirically demonstrated that managers can reduce the negative gender-based stereotypes by empowering more qualified women to take on leadership responsibilities. At the meantime, professionals can serve as advocates in their local governments to create and change laws that are unfair and unjust. All local leaders, managers and employees must promote the benefits of diversity to build and encourage inclusion in the workplace. Furthermore, all organizations can improve their inclusion training so their employees can keep an open mind regarding diversity. With the application of the recommended skills and suggestions, coupled along with public awareness and advocacy for equity in hiring and promotion decisions, the “glass ceiling” can certainly be eliminated in all organizational settings. Keywords: glass ceiling, discrimination, wage gap, inclusion, gender equality, mentoring, and career development.
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Dissertations / Theses on the topic "Women and inclusive leadership"

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Brennan, Kathryn Elizabeth. "Leading educational change for a preferred future : a gender inclusive approach to building school leadership effectiveness, capacity and capability through learning /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060518.113701/index.html.

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Thesis (Ed.D.) -- University of Western Sydney, 2004.
"A portfolio submitted in fulfilment of the requirements for the award of the degree of Doctor of Education from University of Western Sydney, April 2004." Includes bibliographical references and aoppendices.
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Charles, Angela Michelle. "Perceptions of Women of Color on Career Advancement in High Technology Management." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4276.

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In information technology, few women of color hold senior level executive leadership positions in the United States. Currently, in the high-tech industry, Asian and Black women hold 1.7% of executive/senior-level positions, and only 0.2% are in CEO positions. The purpose of this research was to understand professional executive women of color experiences in career advancement in the high technology fields. The study's conceptual framework included organizational culture theory, Krumboltz's theory of career counseling, and the leadership pipeline model. The overarching research question and subquestions addressed the lived experiences of 15 professional senior executive women of color in relation to career advancement in high technology to understand their perceptions, feelings, and values through a transcendental descriptive phenomenological approach. Through the use of Colaizzi's method of data analysis, 8 major themes and 11 subthemes emerged from interviews with the participants. The results indicated that women of color needed to have access to internal opportunities for advancement, adjusting to longer work hours in a male dominated work environment, and the need to establish networks of women of color for support. This study may support positive social change by prompting organizational leaders to develop gender-neutral, comprehensive strategies that do not impede women from obtaining technical executive positions. If women were extended the same opportunities as their senior executive male counterparts, women executives could thrive as senior leaders.
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Smith-Kea, Nicola D. "Saving a Seat for a Sister: A Grounded Theory Approach Exploring the Journey of Women Reaching Top Policing Executive Positions." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1602155481211166.

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Kanisin, Githathevi. "Leadership commitment to inclusive dialogue." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435871.

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Jordan, Cheryl D. "Stories of Resistance: Black Women Corporate Executives Opposing Gendered (Everyday) Racism." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1312461227.

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Preston, Heather Paige. "Come Together: Inclusive Leadership and Public Relations Education." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1560961778025252.

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Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.

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Thesis advisor: Lauri Johnson
The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspective to study how leaders build supports for refugee students because of its high national rankings and the adoption of new Multiple-Tiered Systems of Support (MTSS) for all students (Massachusetts, 2019). This heuristic case study, nested within a group study of inclusive leadership practices in a Massachusetts school district, included interviews with 16 district and school leaders, informal observations of a high school and elementary school with a large population of “newcomer” students, and document review of school websites, newspapers, archives, achievement data, memos, and policy statements. Findings indicated that school leaders use inclusive practices to support the needs of their refugee students by (I) Identifying Barriers to Learning, (II) Aligning Structures with Universal Design for Learning, and (III) Committing to Equitable Access for All. Implications of this case study highlight how leaders might balance equity and access in response to the forced migration of millions of students arriving in their districts
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Vorapanya, Sermsap 1974. "A Model for Inclusive Schools in Thailand." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/9487.

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xv, 241 p. : ill., map. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Inclusive education is now accepted worldwide as the best educational practice for children with special needs, but there is still considerable debate about how best to implement inclusion in specific cultures. The purpose of this research study was to develop a model of inclusion that is appropriate for elementary schools in Thailand and to identify appropriate leadership roles in adoption of inclusion practices. This research study was divided into two phases. The first phase consisted of an extensive review of inclusion practice and research findings around the world and development of a best practices inclusion model to guide subsequent interviews. Ten best practices inclusive elementary school principals were interviewed, and observations were conducted in classrooms and surrounding school environments. The phase one findings were then used to create a draft model for Thai inclusive education. In the second phase of research, two focus groups, made up of ten nationally recognized experts in the area of Thai special education, were used. The participants assisted with refinement of the best practices model for Thai elementary schools. Findings included identification of three critical aspects that affect the adoption of inclusion practices: specific characteristics of Thai society and culture; current policy and practices related to current policy; and financing of inclusion. School principals were found to be essential to successful inclusion adoption. Recommendations are made for changes in practice and policy and for future research. The final conclusion drawn from this study was that, even though Thailand had made a great beginning to a monumental and honorable task, the idea of inclusive education is still in early development. The core findings of the research study argue that, while more steps needs to be taken as implementation of inclusion continues, the principals, teachers, parents, education experts, and the people of Thailand have the commitment and strength of determination to make inclusion an integrated part of Thai education.
Committee in Charge: Diane Dunlap, Chairperson, Educational Leadership; Deborah Olson, Member, Special Education and Clinical Sciences; Kathleen Scalise, Member, Educational Leadership; Kathie Carpenter, Outside Member, International Studies
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Buwalda, Herbert J. "Growing as an inclusive congregation." Chicago, Ill : McCormick Theological Seminary, 1997. http://www.tren.com.

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Quinn, Jayne M. "The Catholic School Principal and Inclusive Leadership: A Quantitative Study." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/270.

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The Holy See (2008) and the United States Conference of Catholic Bishops (1995) stated that all students, including those with disabilities, have the right to a quality education and special attention should be given to those who are disenfranchised by having a disability (National Conference of Catholic Bishops, 1972). Based on a literature review of characteristics that embrace inclusive Catholic school leadership in elementary schools in the Archdiocese of Los Angeles, the following research question was developed and used as the focus for this study: How prepared do Catholic elementary school principals see themselves in carrying out the responsibilities of an inclusive leader, in relation to the four identified characteristics of justice, ethics of care, moral imperative and trust? This quantitative study examined perceptions of Catholic elementary school principals and their preparedness as inclusive leaders to serve students with disabilities. Elementary principals in the Archdiocese of Los Angeles responded to an on-line survey, which utilized a framework that noted four characteristics that embrace social justice and confirm inclusive school leadership, those being justice, ethics of care, moral imperative, and trust. Principal preparedness was also assessed via the survey. Results of the survey indicated that elementary principals in the Archdiocese of Los Angeles did perceive themselves as inclusive leaders, prepared to serve students with disabilities with the study examining the prevalence of justice, ethics of care, moral imperative, and trust among principals. Further, this research investigated the changing responsibilities of principals and the need for principals to embrace a collaborative approach to school leadership.
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Books on the topic "Women and inclusive leadership"

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New leadership for women and men: Building an inclusive organization. Aldershot, Hampshire, England: Gower, 1996.

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Inclusive leadership. San Francisco: Jossey-Bass, 2006.

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Wuffli, Peter A. Inclusive Leadership. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23561-5.

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Ferdman, Bernardo M., Jeanine Prime, and Ronald E. Riggio. Inclusive Leadership. Edited by Bernardo M. Ferdman, Jeanine Prime, and Ronald E. Riggio. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673.

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Adapa, Sujana, and Alison Sheridan, eds. Inclusive Leadership. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60666-8.

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From representation to inclusion: Diversity leadership for the 21st-Century military : final report. Arlington, VA]: Military Leadership Diversity Commission, 2011.

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United States. Military Leadership Diversity Commission. From representation to inclusion: Diversity leadership for the 21st-Century military : final report. Arlington, VA]: Military Leadership Diversity Commission, 2011.

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United States. Military Leadership Diversity Commission. From representation to inclusion: Diversity leadership for the 21st-century military : executive summary. Arlington, VA: Military Leadership Diversity Commission, 2011.

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Ruairc, G. Mac, E. Ottesen, and R. Precey. Leadership for Inclusive Education. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4.

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Kugelmass, Judy W. Inclusive leadership; leadership for inclusion: Full report. Nottingham: National College for School Leadership, 2003.

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Book chapters on the topic "Women and inclusive leadership"

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Handley, Karen, Anne Ross-Smith, and Sue Wright. "The Same or Different: How Women Have Become Included in Corporate Leadership in Australia." In Inclusive Leadership, 93–124. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60666-8_5.

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Rao, Tanya, and Nina S. Roberts. "Voices of Women of Colour: Dreaming of an Inclusive Outdoor Leadership Environment." In The Palgrave International Handbook of Women and Outdoor Learning, 815–35. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_56.

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Chanana, Karuna. "Women and Leadership: Strategies of Gender Inclusion in Institutions of Higher Education in India." In Strategies for Supporting Inclusion and Diversity in the Academy, 141–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43593-6_8.

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Workman-Stark, Angela L. "Inclusive Leadership." In Inclusive Policing from the Inside Out, 167–88. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53309-4_9.

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Ross, Dyann. "Inclusive Leadership." In Encyclopedia of Sustainable Management, 1–5. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02006-4_188-1.

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Ferdman, Bernardo M. "Inclusive Leadership." In Inclusive Leadership, 3–24. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-1.

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Nishii, Lisa H., and Hannes L. Leroy. "Inclusive Leadership." In Inclusive Leadership, 162–78. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-12.

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Shyamsunder, Aarti. "Inclusive Leadership." In Inclusive Leadership, 236–47. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-17.

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Lukensmeyer, Carolyn J., and Lars Hasselblad Torres. "Inclusive Leadership." In Inclusive Leadership, 302–13. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-21.

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Prime, Jeanine, Bernardo M. Ferdman, and Ronald E. Riggio. "Inclusive Leadership." In Inclusive Leadership, 421–29. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-29.

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Conference papers on the topic "Women and inclusive leadership"

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Krishnakumar, Sandeep, Gabriella Sallai, Catherine Berdanier, Meg Handley, Dena Lang, and Jessica Menold. "Roughing It: Evaluating a Novel Experiential Design Course on Resiliency, Self-Leadership, and Engineering Design Self-Efficacy." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22139.

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Abstract Despite continuous calls in literature for an increase in women in engineering, U.S. numbers hover around 20% women graduating with undergraduate degrees in engineering. Although diversity, inclusion, and engineering education researchers have made great strides in understanding the development of engineering identity and capturing the experiences of struggling women and underrepresented students, many women students still experience “chilly” climates in daily interactions in engineering education environments. Women need mentorship, peer support, and mastery experiences that build Self-leadership, resilience, and engineering self-efficacy beliefs to persevere and flourish in such environments. The current work explores the effectiveness of a novel experiential design intervention on these factors for women engineering students. Specifically, we assess the value of a unique experiential design course where women engineering students hiked a portion of the Appalachian Trail guided by women engineering faculty members, and then participated in a follow-on design thinking project. Results suggest such interventions may be effective methods to improve student outcomes.
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Capello, Maria Angela, Cristina Robinson-Marras, Kankana Dubay, Harikrishnan Tulsidas, and Charlotte Griffiths. "Progressing the UN SDGs: Focusing on Women and Diversity in Resource Management Brings Benefits to All." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/205898-ms.

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Abstract Gender equality in the energy sector is still a challenge for the timely attainment of the United Nations Sustainable Development Goal (SDG) 5 on empowering women. To enable solutions roadmaps, the UN Expert Group on Resource Management launched "Women in Resource Management" in April 2019. This paper summarizes the initiative's progress to date and how it maneuvered through the pandemic, delivering several quick wins benefitting women in oil and gas, geothermal, and mining. The initiative focuses on the energy sector (Oil & Gas, Renewables, Mining). As per the UNECE - Gender 2020 annual report, "The Women in Resource Management aims to determine achievable, global outreach goals to explore how resource management can help attain SDG 5, recognizing the importance to provide women and girls with, inter alia, equal access to education and decent work, and that their representation in economic decision-making processes will fuel sustainable economies and benefit societies". Work done till May 2021 includes:Review of a series of resource management projects to evaluate challenges and opportunities in enhancing performance from the perspective of gender.Selection of cases and country-specific study cases that exemplify how SDG 5 aims could be applied in resource management. The initiative deliverables and timeline for the future include:Dialogues on policy, aimed to boost gender participation in resource managementA network of women engaged in resource management projectsWebinars with global outreachIssue recommendations for the consideration and incrementing the participation of gender in resource management A comparison of critical elements considered diagnostic for women's empowerment such as female workforce percentages, participation of women in leadership and technical roles across several segments of resource management will be assessed per region with a global outlook. Other indicators valuable for the proposed assessment will be shared in this paper covering communication programmes and tools, empowerment and knowledge-sharing workshops, strategies and frameworks to increase active participation and awareness of women and men on the importance of gender equality for the sustainability of the energy sector. The initiative's roadmap was shared to collectively join efforts in an initiative that needs to compel the related organizations and stakeholders to generate step-changing actions to attain SDG 5 by 2030 and fully benefit from the impacts of diversity and inclusion in resource management, which benefit the sector. The participation of women in technical, organizational and leadership roles in resource management is imperative to ensure the sustainability of the energy sector in actionable paths. The roadmap and quick wins shared in this paper will inspire governmental, private, not-for-profit, multilateral, and other organizations dealing with the complex objective of incrementing the participation of women in resource management. The pursuit of gender equality strategies enables the success of SDG 5, especially if done with a collaborative effort that creates social and economic value at a global scale. Immediate objectives of the future activities of this initiative are to shape teams to address and advance research, communication of best practices and opportunities in mining (minerals and U/To resources), Oil and Gas, Renewables (including groundwater) and Public Sector and Talent Development.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Frize, Monique. "Women in leadership." In the international symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1117417.1117421.

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McCullough, Laura. "Women in physics leadership." In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110154.

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Al-Harthi, Aisha Salim Ali, and Mahmoud Emam. "Leadership of technology in inclusive practice." In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336021.

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"Women and Leadership: High-Growth Women Score Higher Than Men in Most Leadership-Skills." In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.070.

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Bjorkquist, Robin, Barbara J. Gabrys, and Igle Gledhill. "Workshop report: Professional development and leadership." In WOMEN IN PHYSICS: 6th IUPAP International Conference on Women in Physics. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5110072.

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"Leadership Stories: Being an ‘Alpha Women’." In 3rd International Conference on Gender Research. ACPI, 2020. http://dx.doi.org/10.34190/igr.20.059.

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Kumar, Janaki, Dan Rosenberg, Catherine Courage, Janice Rohn, Lisa Kamm, Lisa Anderson, Christine Holsberry, and Apala Lahiri Chavan. "Women in UX leadership in business." In the 2012 ACM annual conference extended abstracts. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2212776.2212398.

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Reports on the topic "Women and inclusive leadership"

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Zhao, Sophia. Overcoming Barriers to Women’s Leadership. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2041.

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Starkey, Sandra, and Jean Parsons. Inclusive Apparel Design for Baby Boomer Women. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1405.

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Myers, Susan R. Preparing Women for Strategic Leadership Roles in the Army. Fort Belvoir, VA: Defense Technical Information Center, March 2003. http://dx.doi.org/10.21236/ada415858.

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Terry, Jo Carol. Leadership Development of Senior Military Women in the Army. Fort Belvoir, VA: Defense Technical Information Center, May 1996. http://dx.doi.org/10.21236/ada308983.

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Dianne P. O'Leary and Tamara G. Kolda. Workshop on Women of Applied Mathematics: Research and Leadership. Office of Scientific and Technical Information (OSTI), September 2004. http://dx.doi.org/10.2172/832819.

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Zhao, Sophia, and Sunil Puri. Glass doors to the corner office: Women and leadership. Center for Creative Leadership, October 2017. http://dx.doi.org/10.35613/ccl.2017.1031.

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Gostnell, Gloria. The Leadership of African American Women Constructing Realities, Shifting Paradigms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2691.

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Saha, Amrita, Jodie Thorpe, Keir Macdonald, and Kelbesa Megersa. Linking Business Environment Reform with Gender and Inclusion: A Study of Business Licensing Reform in Indonesia. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.001.

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Business environment reform (BER) targets inadequate business regulations. It is intended to remove constraints to business investment, enabling growth and job creation, and create opportunities for international business to contribute to and benefit from this growth. However, there is a lack of detailed knowledge of the impact of BER on gender and inclusion (G&I). While a review of existing literature suggests that in general, there is no direct link between BER and G&I, indirect links are likely through the influence of BER on firm performance. Outcomes will be influenced by the differential ways in which women-led firms experience the business environment when compared to their male counterparts, with disparities based on how they are treated under the law, as well as structural and sociocultural factors. The fact that in many countries, female-led firms are fewer and smaller than those of their male counterparts, and may operate in different sectors, also affects these dynamics. This research offers new insights through an in-depth analysis of the impact of the Pelayanan Terpadu Satu Pintu (PTSP) or one-stop shop business licensing reform in 2009 on firm performance in Indonesia, and how these impacts vary based on the gender of firm leadership. The results find that on average, firms benefited from improved business performance (sales), as a direct or indirect effect of this reform, as well as an increase in the number of medium and large-scale firms. Outside Jakarta (Bali, Banten, Lampung), women-led firms experienced a small but significant benefit relative to male-led firms, related to both sales and the number of medium and large-scale firms they run. In Jakarta, women-led firms continued to lag behind men and there were no significant effects on employment, and this held across province and gender. These findings are based on an analysis of the PTSP reform using data from the World Bank Enterprise Survey (WBES), a survey of small, medium and large firms (i.e. with more than four employees) which took place in Indonesia between 2009 and 2015.
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Starkey, Sandra, and Jean Parsons. Evaluation of an Inclusive Design Framework for Apparel Designed for Baby Boomer Women. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1752.

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Prince, Marylee. What in God's Name: The Ordination of Women and the Inclusive Language Liturgy Movement. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7024.

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