Article2010

Women’s Leadership Development: A Study of Defining Moments

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Gender Diversity and Inequality Contemporary Christian Leadership and Education Education, Leadership, and Health Research

Abstract

This article reports the findings of a grounded theory study of “defining moments” that were described as pivotal in the personal and professional journeys of women who had been identified as emerging leaders within Christian higher education. Analysis of transcripts from interviews with 16 participants in a Women's Leadership Development Institute revealed three patterns of response as these women identified what they perceived to be their “most defining moment:” (a) someone speaking potential, sometimes as succinctly as a single sentence, into their lives, leading to a reframing of self-perception; (b) encountering a person or situation that resulted in reframing the participant's understanding of leadership in ways that allowed these women to begin perceiving themselves as leaders; and (c) experiencing a situation that led to feeling compelled to stand up for a conviction or strong belief. Relevant literature related to leadership development, the impact of gender on leadership, Christian higher education leadership, and defining moments is presented. A discussion of the implications for Christian higher education follows the summary of findings.

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References

1968The Discovery of Grounded Theory: Strategies for Qualitative Research.1968The Discovery of Grounded Theory; Strategies for Qualitative Research 1994Research Design: Qualitative, Quantitative, and Mixed Methods Approaches 2003Research design: qualitative, quantitative, and mixed methods approaches 2001The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.1987Leadership and Performance beyond Expectations 2002Role congruity theory of prejudice toward female leaders.2015Leadership : Theory and Practice

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