Exercising positional power to advance and support women in leadership – conversations with men in higher education

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Management in Education Pub Date : 2022-06-21 DOI:10.1177/08920206221097479
A. Moodly
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引用次数: 2

Abstract

The paper focuses on the South African Higher Education environment, engaging with men in leadership and their views on areas that have been identified as challenging in women's lived experiences and the advancement of women towards leadership. Men still dominate positions of leadership and as such, hold positional power and influence in transformation towards a more equitable and diverse leadership profile. Research in this area focuses predominantly on the voices of women, yet there is recognition that men should also exercise agency in this regard. Set within a framework of social justice, critical and social realism, the research considers whether men understand women's lived experiences and challenges of institutional culture, often described in gendered terms. It considers their perceptions of women as leaders, inclusive of their notions of leadership. It is an attempt to grapple with women's perpetual challenges in the Higher Education milieu and the globally persistent underlying barriers to women's advancement. A qualitative approach was adopted and six men in leadership positions were interviewed. Responses to open-ended questions, based on areas highlighted in the literature, were analysed using critical discourse analysis. The findings revealed that though men in leadership appeared to understand the challenges experienced by women, the deeper embedded (real) levels of patriarchy and institutional culture and the impact on women's lived experiences were not fully appreciated. The paper concludes that men's advocacy and agency, though not conclusively so, can be major game-changers in institutional culture and patriarchal practices. The appearance of a perpetual cycle of cultural and structural barriers, and a predominance of research on women's experiences of this cycle, led the researcher to engage with men in leadership to ascertain whether they recognise and comprehend this cycle and whether they exercise agency and advocacy in challenging the status quo.
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行使职位权力,在领导层中提升和支持女性——与高等教育中的男性对话
该文件侧重于南非高等教育环境,让男性参与领导,以及他们对女性生活经历和提高女性领导地位方面具有挑战性的领域的看法。男性仍然主导着领导职位,因此,在向更公平和多样化的领导形象转变的过程中,男性拥有职位权力和影响力。这一领域的研究主要集中在女性的声音上,但人们认识到,男性也应该在这方面发挥作用。这项研究以社会正义、批判和社会现实主义为框架,考虑男性是否理解女性的生活经历和制度文化的挑战,这些经历和挑战通常用性别术语来描述。它考虑了她们对妇女作为领导者的看法,包括她们的领导观念。这是为了应对妇女在高等教育环境中面临的永久挑战,以及全球范围内阻碍妇女进步的持续存在的潜在障碍。采取了定性方法,并对六名担任领导职务的男子进行了访谈。根据文献中强调的领域,对开放式问题的回答使用批判性话语分析进行了分析。研究结果显示,尽管领导层中的男性似乎理解女性所经历的挑战,但父权制和制度文化的深层次(真实的)层面以及对女性生活经历的影响并没有得到充分的理解。这篇论文的结论是,男性的倡导和代理虽然不是决定性的,但可能是制度文化和父权制实践中的主要游戏规则改变者。文化和结构障碍的永久循环的出现,以及对女性在这一循环中的经历的研究占主导地位,导致研究人员与男性接触,以确定他们是否认识和理解这一循环,以及他们是否在挑战现状时发挥了能动性和倡导作用。
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来源期刊
Management in Education
Management in Education Social Sciences-Education
CiteScore
3.00
自引率
7.70%
发文量
28
期刊介绍: Management in Education provides a forum for debate and discussion covering all aspects of educational management. We therefore welcome a range of articles from those dealing with day-to-day management to those related to national policy issues. Our peer review policy helps to enhance the range and quality of the articles accepted supporting those new to publication and those that are more expereienced authors. We publish research findings, opinion pieces and individual stories and our contributors come from all sectors of education.
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