Dissertations / Theses: '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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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.

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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.

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Thesis advisor: Lauri Johnson
For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-structured interviews of district and school leaders and a focus group with six teachers. Findings indicated that district and school leaders help foster a shared vision for inclusive practices by creating structures that can support the needs of students and by providing teachers with the support and training they need to support all students. Inclusive leaders created culture, provided resources, and allowed opportunities for professional development and training that aligned with the framework and cornerstones of social justice leadership (Theoharis, 2009). Implications indicate that district and school leaders have an opportunity to provide equal access, equity, and social justice for all students by assessing current practices in place, identifying areas for growth, and believing in a vision and mission where all students have the right to be educated in an inclusive environment
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Slater, Lindsay J. "Towards Equitable and Inclusive Schools: Cultural Competence in Principals Leading Diverse Schools." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1619545764650716.

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Hofreiter, Deborah. "Principal Preparation in Special Education| Building an Inclusive Culture." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285190.

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The importance of principal preparation in special education has increased since the Education for All Handicapped Children Act was passed in 1975. There are significant financial reasons for preparing principals in the area of special education. Recent research also shows that all children learn better in an inclusive environment. Principals who are not prepared in the area of special education have a difficult time implementing an inclusive culture at their schools. This qualitative inquiry study set out to explore principals’ perceptions of their preparation in special education and subsequent district support in building their understanding and implementation of an inclusionary culture in their schools.

Grounded in Critical Disability Theory (Hosking, 2008) and Social Justice Leadership Framework (Furman, 2012), the conceptual framework of this study, Inclusive Leadership Framework, outlined characteristics of an inclusive leader and a framework for building an inclusive culture. Some principals interviewed for the study demonstrated these characteristics and some did not. Principals wanted to learn more about special education and wanted their students to succeed. The Inclusive Leadership Framework evolved throughout the study, but was remained grounded to prevailing praxis of reflection and action.

This study examined the attitudes of principals in K-12 settings in nine Southern California school districts in order to discover their perceptions of the effect their administrative credential preparation in special education had on building an inclusive culture. In addition, principals offered their perceptions relative to how district support in special education helped inform leadership practice regarding building a culture of inclusion. Finally, participants shared anecdotal experiences revealing ways they “learned on the job” as they navigated the world of special education. Recommendations for policy and practice for administrative preparation programs and the Clear Administrative Credential process, professional development and coaching of administrators is addressed in this study.

Significant findings revealed that principals who feel unprepared in special education do not always develop an inclusionary culture, or understand its benefits to student learning. In addition, participants revealed that they would have preferred knowing more about the process of special education before taking their first administrative position. One interesting anecdotal finding suggested that administrators who are parents of a special needs child or were one themselves are very well educated in the realm of special education and take a personal interest in it. A key recommendation for policy/practice/research included making a special education goal in the Individual Induction Plan for the Clear Administrative Credential. The program includes coaching and coaches need to be provided that can instruct in special education and the building of inclusive school culture.

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Dyson, Alan Wade. "Linguistic deprivation a call for inclusive language /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0253.

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Twohig, Barbara J. "Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27226.

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The purpose of this study was to examine how and why elementary school principals collaborate with their teaching staff to facilitate a commitment to educating students with disabilities in the general education classroom. The researcher used a qualitative multiple case study of three elementary schools to gather the data to answer the research questions posed for the study. The primary methodology for collecting data was from coding semi-structured audiotaped interviews with principals and selected general and special education teachers who were collaborating for the purpose of integrating students with disabilities into general education classrooms for part of their academic instruction. Informal interviews or purposeful conversations were also conducted with other selected general and special education teachers and paraprofessionals at the elementary school sites. Coding procedures followed those used in grounded theory. The study demonstrated that principals play a major role in how students with disabilities are successfully integrated into general education classrooms. Six themes emerged that are consistent with the related literature on the generally effective practices of school administrators. First, principals must work with their staff to cultivate a school climate that nurtures all students in an environment where they all belong, where high expectations are set for all students, and where teachers can teach all children. Second, principals must establish an open system of communication that allows all teachers and parents to share their feelings about the inclusion process at their school and to make recommendations for change if needed. Third, school administrators must work with their faculty to develop mutual goals and to resolve problems. Fourth, principals must assume responsibility for ensuring the necessary support for school policies, including integrating students with disabilities into the general education classrooms. Responsibility was defined as providing instructional, staffing, and emotional support. Fifth, principals must give high priority to providing coordinated planning time for teachers who are working together to facilitate effective communication, team problem solving, and monitoring of student progress. Sixth, principals must support ongoing staff development opportunities that provide information and strategies for working in a school environment that is accepting of all members of the school community.
Ed. D.

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Wanjiru, Jenestar. "Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22804.

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Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in particular resulted in the displacement of many Kenyans. Scattering of families saw some children losing months or years of schooling with others permanently excluded from education, while the participation and achievement of those arriving in school was characterised by complex needs and experiences. This PhD study explored pupil and teacher perceptions of the learning and development needs of conflict-affected children in one primary school in Kenya. In particular, this study sought to understand how school leadership practice was developed and leadership roles negotiated, in order to meet pupils’ needs and develop an inclusive ethos. The study addressed the connection between leadership, inclusion and post-conflict education. A single intrinsic case study with aspects of ethnography was undertaken adopting an interpretive approach. Sixteen pupils (9–12 year-olds) shared their views of their learning and development needs through two activities. The headteacher, deputy, senior teacher and six teachers were interviewed (n=9) and asked to reflect on the challenges they experienced in addressing pupils’ needs. Their perceptions of the roles for school leadership were sought, and observations of their everyday practices were conducted in classrooms, assemblies and school ceremonies. Data from these interviews, observations, texts-on-walls, and pupils’ activities were thematically analysed. The participants identified the following as pupils’ learning and development needs: access to, acceptance in, and predictability of their new school; ‘peer-connectedness’, social development, and social inclusion. Children emerged as active agents in their own education, combating adversity through supportive peer relationships. Eurocentric and African perspectives on leadership, and Davies’ (2004) work on education and post-conflict reconstruction were particularly useful in making-sense of how leadership unfolded in practice. Three areas of educational reconstruction in particular were identified as significantly underpinning leadership roles: i) reconstruction of leadership structures allowed shared leadership which facilitated the meeting of pupils’ needs at different levels; ii) reconstruction of relationships targeted repairing children’s emotional, social and moral distortion, and iii) reconstruction of learning cultures encouraged collaborative learning initiatives that improved academic standards. The study found that the connection between school leadership and inclusion in post-conflict schools can be understood along three themes. The first is ‘post-conflict conflict’. I have used this term to reflect that the cessation of overt tribal violence, coupled with movement of pupils into this new settlement ushered in a new phase of conflict for pupils, teachers, schools and their communities. Schooling was characterised by poverty, fragmented/mobile families, distorted social values associated with post-election atrocities, alongside, structural barriers linked to government and sponsor-related needs. Second, ‘connectedness’: while societal fragmentation produced divisions, fear and suspicion of ‘others’, reversing the situation required school leadership to foster social connectedness. Finally, ‘Africanised school leadership’: fostering connectedness required enlisting communal responsibility and mutuality in undertaking emerging roles, thus, employing aspects of local indigenous heritage. The study contributes to knowledge in the emerging field of educational leadership in post-conflict settings (Clarke and O’Donoghue, 2013) whilst addressing the less investigated connection between teachers, leadership and inclusive education (Edmund and Macmillan, 2010), particularly in post-conflict circumstances. The research is timely in informing leadership programs that the government of Kenya is advancing e.g. in decentralising decision-making (MOE, 2012b/c) and, re-alignment to its obligations in the IDP Protocol of the Great Lakes Pact (Kigozi, 2014). Recommendations are made for policy, practice and further research. The conclusion to my study argues for a reconceptualisation of school leadership practice beyond single-leader paradigms, whilst revisiting prioritisation of roles for school leadership, especially, towards fostering inclusiveness in the conflict-prone Kenyan society.

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Parrish, David Wayne. "An Action Research Study: Inclusive Culture Formation in a New High School." W&M ScholarWorks, 2019. https://scholarworks.wm.edu/etd/1563898740.

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The culture of a school community is critical to every aspect of its existence, including academic expectations, degree of inclusiveness, safety, and overall well-being of students and staff. While culture can be an abstract, elusive concept, it makes itself known upon entering the school. School culture can exist on multiple levels, exerting a cohesive impact on relationships and interactions and opportunities. Adding to its complexity, a school culture can be perceived differently by individuals, depending on their unique experiences. Further, a school culture is inevitable and difficult to change; a culture will form and once formed, is resistant to even the best intentions to alter it. These factors make attention to an emerging culture of importance to new schools. The purpose of this action research was to examine the impact of the explicit focus on culture through the creation of a Community of Practice (CoP). Additionally, a CoP can support collaboration between department members. Interview results and activities originating from CoP planning reveal that teachers are concerned with student inclusion and want to contribute to a welcoming, accepting school. It is important for school leaders to facilitate and support these opportunities. Further, action research can help create a focused renewal of culture. Major elements of a developing school culture to emerge from this study were multiple opportunities for informal communication, encouragement of individual as well collective investment in inclusive activities, creation of and encouragement of a creative, entrepreneurial impact on the school and its activities. Recommendations are that schools wanting to contribute to a positive, inclusive culture would do well to make purposeful, explicit efforts toward this endeavor.

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Norris, Dwayne G. "Leadership perceptions of men and women : a leadership categorization view /." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06162009-063014/.

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Addison-Lavelle, Laurie. "Millennial women in leadership| A new generation of women still facing gender inequalities in business leadership." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10250915.

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For women of all ages, but specifically, for millennial-age women heading into the workforce, or already within it, equality is of critical importance for them to have successful careers and to move into leadership roles (Flood, 2015). Millennial-age women are entering the workforce in almost equal numbers to men. However, women remain highly underrepresented at leadership levels, and gender inequality is still a significant issue (Ely, Ibarra, & Kolb, 2011; Kelan, 2012; Twenge, 2010). The greater number of women in the workforce does not correlate with a shift in women in leadership roles. It is argued that the underrepresentation of women in senior positions is just a matter of time; it will even out over time due to larger numbers of millennial women with university degrees coming into the workforce (Organisation for Economic Co-operation and Development [OECD], 2012). Gender equality, and diversity and inclusion programs have been in the workplace for a considerable amount of time, yet the pace of change toward equality in the workplace is very slow, especially at the senior leadership levels.

The purpose of this study is to explore the status of millennial-age women in relation to business leadership to understand the increases, decreases, or neutrality in the numbers within leadership since they entered the workforce. Additionally, this paper looks at a new program introduced by the United Nations (UN) Women, “HeForShe IMPACT 10×10×10,” designed to help drive men’s awareness of the issues of inequality of women in the workplace, and ultimately to help resolve these challenges. This body of work explores to what extent, if any, there were changes to the number of women leaders within an outlined 15-year period where millennial women entered the workforce, from the years 2001 to 2015 within the 10 companies participating as the UN’s IMPACT Champion corporations. This study sets a foundation for future studies to track the UN’s progress with this initiative how it may or may not impact millennial women.

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Mott, Maxine Carol. "Women community college presidents' leadership agendas." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/289100.

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This qualitative research study was an investigation into the leadership agendas of five women community college presidents and the outcomes of these agendas. The study had two unique features. First, it examined the conceptual basis of the presidents' leadership agendas. Second, it provided a comparative analysis of a feminist leadership model to other, more prominent, models of higher education leadership. A feminist research methodology, which extended beyond describing simplified realities of women leaders, was used to determine if women leaders' interpretations of how they practice leadership are consistent with their actual behaviors; how the processes of leadership influence tangible and substantive outcomes. Data were collected through participant/observation, interviews, and document analysis, and presented in five case studies. The study's findings help to inform two distinct but interconnected scholarly domains: women in higher education leadership and women's issues in higher education. What has emerged from this inquiry is that while processes of leadership behaviors may reflect "women's ways of leading," the substantive or tangible outcomes of a leader's actions are not necessarily feminist in nature. The findings reinforce the dangers in women accepting and celebrating the dichotomous and essentialist views of women's ways of leading. We need to resist the hegemonic discourses around gender and leadership and acknowledge that women leaders make sense of and enact their own realities in a variety of ways.

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Hale, John P. "Leadership, Ascendancy, and Gender." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2897/.

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By the year 2000 women will constitute more than 50 percent of the workforce in the United States, yet their representation in top management and executive-level positions continues to hover in the single digits. This “glass ceiling,” which is conceptualized as limiting women's advancement into these roles, has been the subject of much debate and research over the last fifteen years. As both an equal rights and key competitive issue, the topic of women and leadership is gaining ever-increasing emphasis and momentum in American corporations. Although leadership skills have been advocated as a key human capital/person-centered variable leading to managerial ascendancy for women, the empirical research directly investigating this link is virtually non-existent. This longitudinal study proposed to measure the strength of this relationship using a matched sample of male and female managers. Eighty-five subjects, from the same U.S. based health-care products corporation, had previously participated in a multirater assessment process where seven different facets of their leadership skills were evaluated. Time two data were collected on four objective measures of ascendancy: percent change in salary, number of promotions (job moves) either offered or accepted, change in number of direct reports, and change in number of indirect reports. Multivariate analysis of covariance indicated that perceived leadership ability did lead to increased ascendancy, specifically in terms of percent salary change, for the female managers, but not for the males. Multiple regressions indicated that the female managers were not rewarded, necessarily, for gender congruent behavior in this organization, while male managers did appear to be rewarded more so on that particular dimension. Implications of these findings for female managers in the workplace were discussed.

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Rauch, Lidia. "Building an inclusive South African society: The position of young, white Afrikaans speaking women." Master's thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32490.

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Globally, white people enjoy historical, unearned privilege. This phenomenon is known and understood as 'white privilege'. In contemporary South Africa, white privilege stems from colonialism and apartheid. The legacy of colonialism and apartheid is still felt today and has a direct and continuous consequence in the form of racial inequality. This dissertation confronts the legacy of Afrikaner nationalism, which essentially instituted and upheld apartheid and still undergirds white people's privilege in democratic South Africa. Engagements were undertaken with ten white, Afrikaans speaking women between the ages of 24 and 32. Substantive transformation, bringing about the necessary change to racial power relations, has not been realised in contemporary South Africa. The research finds that this phenomenon is a result of a 'reconciliation gap' that was left by the participants' parents' generation. It is argued that reconciliation in South Africa will only be possible if responsibility is taken for the wrongs of the past. A 'responsibility gap', left by the participants' parents' generation, is identified and the research findings suggest that this gap should now be covered by the post-apartheid generation. This generation must cover the gap and shoulder the responsibility that was not taken by their parents' generation. An inclusive innovation praxis model was produced, to suggest practical steps aimed at cultivating positive political agency and to cover the 'responsibility gap' and contribute towards a more inclusive South African society.

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Ivery, Daphney Denise. "Why are women with leadership certification not pursuing school-level leadership positions." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/fall2008/daphney_d_ivery/ivery_daphney_d_200808_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Directed by Abebayehu Tekleselassie. ETD. Includes bibliographical references (p. 120-129) and appendices.

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Chan, Suk-yu Viola. "Teacher leadership a case study of leading an inclusive early childhood class /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37516358.

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Chan, Suk-yu Viola, and 陳淑愉. "Teacher leadership: a case study of leading an inclusive early childhood class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37516358.

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Rodriguez, Jose Luis. "INCLUSIVE LEADERSHIP AND EMPLOYEE ENGAGEMENT: THE MODERATING EFFECT OF PSYCHOLOGICAL DIVERSITY CLIMATE." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/682.

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Leadership is a well-known complex phenomenon that focuses on important organizational, social and personal processes, where leadership is dependent on a process of social influence, which occurs between the leader and follower (Bolden, 2004). Therefore, leaders need to operate with a certain understanding of leadership and the environment in order to address the increasing pressures and demands that come with being a leader. However, leadership concepts too often focus on leader behaviors apart from their effects on followers; in contrast, Inclusive Leadership (IL) highlights the importance of leadership as a social construction process between the leader and follower. The present study first examines the association of IL and employee engagement (EE), and second, the moderating effect of Psychological Diversity Climate (PDC) on the association between IL and EE. Specifically, context that related to leader characteristics and employee behavior was furthered explored to help shape an understanding on how contextual factors affect the relationship. First, a bivariate correlation revealed that IL was shown to be significantly and positively related to EE. Second, a regression analysis using Andrew Hayes’ PROCESS tool on SPSS was used to examine the moderation, which found that PDC did not significantly moderate the relationship between IL and EE. Additional analyses were further explored to address the insignificant findings for the purpose of explaining if one of IL’s sub-dimensions significantly affected the moderation analysis. Similar, to hypothesis testing, no significant results were found. The results suggest that immediate supervisors play a critical role in enhancing EE; however, no additive effect occurs when a PDC is incorporated. Implications and recommendations for future research are discussed. Data consisted of 221 adult men and women working a minimum of 12 months and 20 or more hours a week to support our model.

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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.

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Thesis advisor: Lauri Johnson
Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education

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Kashner, Patricia Anne. "A profile of female leadership." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1991. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.P.A.)--Kutztown University of Pennsylvania, 1991.
Source: Masters Abstracts International, Volume: 45-06, page: 2993. Abstract precedes thesis as [3] preliminary leaves. Typescript. Includes bibliographical references (leaves 107-114).

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Janus, Jacqueline M. "Gender, leadership and public relations." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5768.

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Thesis (M.A.)--University of Missouri-Columbia, 2008.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 12, 2009) Vita. Includes bibliographical references.

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Nicdao, Fatima Ann Samson. "Phenomenal Women: Experiences of Women in Executive Catholic Educational Leadership in the United States." Digital Commons at Loyola Marymount University and Loyola Law School, 2020. https://digitalcommons.lmu.edu/etd/948.

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Though women are overrepresented in education as classroom teachers, they continue to be underrepresented in decision-making leadership positions in education administration (Bynum, 2016; Coleman, 2003; Fuller, 2013; Grogan & Shakeshaft, 2011; Moorosi, 2018; Robinson et al., 2017; Torrance et al., 2017). The cause of the low representation of women in decision making has been attributed to a wide range of reasons spanning from ingrained patriarchal mindsets, societal biases, lack of professional networks, misconceptions of women in leadership, and the lack of leadership opportunities. Other causes of gender inequality in educational leadership are linked to a lack of a systematic mentorship ecology and infrastructure within institutions. Instead, there are hegemonic structures of White males in power who mentor other White males to continue the cycle (Robinson et al., 2017; Shakeshaft, 1989). It is a challenge in the Catholic church because traditional beliefs rooted in conservative Biblical interpretation may support and reinforce male domination in leadership contexts. The steady shift of society’s values and understanding of women, however, has revealed the growing acceptance of women as leaders in other industries beyond education, which contributes to a deeper understanding of leadership styles and how leadership can be androgynous. This study analyzed the experiences of current assistant superintendents or superintendents in a Catholic diocese. Experiences ranged from participants’ early days as teachers, administrators, and assistant superintendents or superintendents. This phenomenological study explored participants’ lived experiences with faith, spirituality challenges and barriers, and navigating relationships and accomplishing goals through transformational leadership.

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Huang, Yaling. "Female leadership in Taiwan." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998huangy.pdf.

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Woosnam, Margaret D. "Journey to leadership women administrators in architecture /." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1181666395/.

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Daigle, Kay. "Leadership development for women in the church." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Mikušová, Monika. "Ženy v leadership." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-197278.

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Currently, more attention is paid to women in society and their position in the labor sfére.Main goal of my work is to highlight the important role of women in leadership as well as their added value in achieving results and the formation of the team. The work was divided into theoretical and practical part. In the first part, I focus on the history of leadership and different styles. The core of the practical part is my research on this topic. The conclusion provides a summary and recommendations for the companies.

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Mallen, Jennifer Lynne. "Does college have a lasting influence on leadership development? a comparative study of diverse women /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026771141&sid=6&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Limón, Diana M. "Designing and Implementing an Inclusive Small School : A Case Study of Transformational Leadership." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/556.

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Children with specific learning disabilities (SLDs) are often placed in a separate and unequal learning environment in public schools. Although federal legislation governing children with SLDs requires they receive their education in the least restrictive environment (LRE), which is the general education setting, many are placed in other settings, including Special Day Class (SDC) and the Resource Specialist Program (RSP). Leaders are critical to the process of designing and implementing a school culture inclusive of students with SLDs, yet few are prepared for the responsibility. A school that affords students the opportunity to learn about and practice respect, diversity, and the democratic process is made possible through a leader who makes decisions based on what is best for the children, knowing that separate educational systems for children with is unjust. Based on a review of literature of (a) leading based on the characteristics of transformational leadership, (b) managing change, (c) having an awareness and understanding of the regulations governing special education, and (d) designing and implementing new structures, the following three questions gave purpose to this study: .What organizational processes are essential for the design and implementation of an inclusive Small School? .What leadership knowledge and beliefs are essential for the design and implementation of an inclusive Small School? .What leadership practices and behaviors are essential for the design and implementation of an inclusive Small School? Qualitative methodology, including interviews, observations, and document review, were used to gather information to respond to the questions. The premise of this case study is that a leader who embodies the characteristics of a transformational leader can design and implement an inclusive Small School, as it has the capacity to provide the structure for the inclusion of children with SLDs and their non-disabled peers. A triangulation of qualitative data was conducted, which included (a) interviews with the school leader and small groups of additional stakeholders; (b) observations of the leader in various settings with multiple stakeholders; and (c) document review of public and personal records. The data yielded six primary findings in response to the three questions that flamed this case study. In response to the first question, which addressed the organizational processes essential for the design and implementation of an inclusive Small School, restructuring provided an opportunity for creativity and was the essential finding of the organizational processes. The second question, which explored the leadership knowledge and beliefs essential for the design and implementation of an inclusive Small School, yielded several findings, including (1) knowledge of the characteristics of an inclusive school culture, (2) belief in the value of building and maintaining relationships, (3) belief in shared decision making, and (4) knowledge of how to create a safe learning environment. The final question, which examined the leadership practices and behaviors essential for the design and implementation of an inclusive Small School, provided one primary finding, to maintain the focus on students and their needs. The information gathered from this study contributes to the limited literature on the role of the leader in designing and implementing an inclusive Small School at the middle school level.

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Ford, Michael Robert. "Approaches to School Leadership in Inclusive STEM High Schools| A Cross-Case Analysis." Thesis, The George Washington University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10259145.

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Inclusive STEM-focused high schools (ISHSs) are a relatively new phenomenon in the landscape of public education. This study of four exemplar ISHSs (identified by experts in STEM education as highly successfully in preparing students underrepresented in STEM for STEM majors in college and future STEM careers) provides a rich description of the approach to ISHS school leadership by identifying various internal and external leadership factors influencing school leadership. This study examined an existing data set that included site visits to four ISHSs along with pre- and post-visit data, and a cross-case analysis focused on the leadership contributions of ISHS leaders and their larger community.

This study found that the ISHSs expanded the concept of school leadership to include leadership both within and outside the school. In addition, school leaders needed autonomy to innovate and respond to their schools’ needs. This included autonomy in hiring new teachers, autonomy from school district influence, and autonomy from restrictive teachers’ union regulation and policies. Finally, ISHSs needed to continually invest in increasing their schools’ capacities. This included investing in teacher professionalization, providing pathways for school leadership, collaborating with business and industry, and identifying the best student supports. A product of this study was a proposition for characterizing school leadership in an ISHS. This proposition may offer valuable insight, implications, and information for states and schools districts that may be planning or improving STEM education programs.

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Park, Sung-In. "Living water for Korean women: a model for inclusive interpretation of scripture /." Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p075-0082.

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Hassan, Sarah. "Women's Leading Their Way in Leadership." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45589.

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In the last twenty years, researchers could not fully reach an agreement of whether female and male leaders have similar or dissimilar leadership approaches. Nevertheless, there is a body of research driven with prophecies that women leaders have variant leadership styles. This research is about women styles in leadership with focus on effective behaviours and qualities, as well as, the developed interpersonal skills adopted by a proportion of women leaders, which have positive impact on subordinates. The study is conducted to generate my own understanding of some women perceptions of leading in a different way and the vindications of these perceptions. It is based on qualitative methods, deductive and inductive approaches are used for analysis. Eight interviews was undertaken to complete the study. The interviewees were selected for the reason of being leaders who have experienced and practice leadership throughout their professions. Last part of the thesis is not a summary of previous chapters but rather testing my fulfilment in answering the strategic main question. I will share my perception of women ways in leading. The reader would be introduced to the latest studies and horizons of the theme under study.

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Neiworth, Latrissa Lee. "From adversity to leadership| U.S. women who pursued leadership development despite the odds." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3688260.

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Psychological resilience theory and the capacity to cope with adversity, trauma, tragedy, and threats (Anthony & Koupernik, 1974; Garmezy, 1973; Masten, Best, & Garmezy, 1990; Werner, 1982) has received growing recognition as an area of considerable theoretical and applied importance. This sequential explanatory mixed methods study seeks to advance the discussion regarding how some women who experienced one or more Adverse Childhood Experiences (ACEs) (Felitti et al., 1998) coped with adversity. Specifically, the study looked at how these women decided to pursue a path to leadership. The study was divided into two phases. Initially, women who were in leadership programs or leadership roles were asked to take an electronic survey which included the existing Psychological Capital Questionnaire for Research, (Luthans, Youssef, & Avolio, 2007) combined with a shortened version of the ACE questionnaire (Felitti et al., 1998). The first phase measured individual psychological capital, identified whether ACEs existed, and revealed whether leadership training or education was pursued. Women who self-identified as being willing to be interviewed were asked to participate in the qualitative phase of the study using Giele's (2002) life-course themes: "identity, relational style, drive and motivation, and adaptive style" to further probe the data collected. Findings included key influencers cited by the women that helped them move from adversity to leadership. The development of a conceptual model grounded in the research was also proposed adding additional findings to overcoming adversity, positive adaptation, resiliency and leadership. Keywords: Leadership, resilience, women, adverse childhood experiences.

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Battista-Kerle, Maria. "Women and politics : a study of women trained in a political leadership setting /." Pittsburgh : University of Pittsburgh, 2007. http://etd.library.pitt.edu/ETD/available/etd-05142007-184221/unrestricted/Maria_ETD2007_final.pdf.

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Doetzel, Nancy. "Women in leadership in health care and education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0023/MQ52050.pdf.

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Carter, Barbara Clerihue. "Leadership in women-serving organizations, a feminine perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ64765.pdf.

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Everett, Linda Wade. "Perspectives on leadership from women in school administration /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1989.

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Eby, Beverly J. "Effective women principals transfromational leadership in urban settings /." Cincinnati, Ohio : University of Cincinnati, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=ucin1084832335.

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du, Plessis Sarah Browning. "Leadership Practices of Women Superintendents: A Qualitative Study." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29471.

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The purpose of this study was to describe the leadership practices of women superintendents of public school divisions. The researcher interviewed eight women superintendents in the Commonwealth of Virginia examining the participantsâ self-perceived leadership practices and their reflections of these practices. Data collection occurred through use of interviews, member checks, field notes, a reflexive journal and completion of the Leadership Practices Inventory-SELF. Descriptive accounts of the womenâ s leadership practices in the context of their professional lived experiences and within the framework of transformational leadership theory are presented in a narrative format. Findings and conclusions, were determined by analyzing the collected data, the research question and the review of literature. The findings produced eight leadership practices: 1) use consistent and accurate communication with all stakeholders, 2) be visible, 3) use limited delegation, 4) be collaborative, 5) remain poised, 6) accept personal sacrifice of time and family, 7) exhibit confident, and 8) self-educate, be a quick learner. The findings concluded that women described their leadership practices as relationship building practices and practices incorporating issues of gender and silencing. An implication for future research included discussion for a study which would go beyond the self-described leadership practices of the women superintendents and examine how their leadership practices are implemented and perceived by stakeholders and employees. Data from these direct observations may offer further, detailed insights as to how the described leadership practices of this study are practiced, implemented and perceived by others.
Ph. D.

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Hertneky, Robbie Palmer. "The Leadership Self-Identity of Women College Presidents." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1229633499.

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EBY, BEVERLY J. "EFFECTIVE WOMEN PRINCIPALS: TRANSFORMATIONAL LEADERSHIP IN URBAN SETTINGS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1084832335.

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Winter, Carol L. "Women Superintendents, the Feminist Ethic, and Organizational Leadership." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent147946489356245.

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Dissertations / Theses on the topic 'Women and inclusive leadership'

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