Pub Date : 2024-04-27DOI: 10.1177/10538259241249326
Curt Davidson, Kathy Chau Rohn, Ryan Zwart
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Pub Date : 2024-04-09DOI: 10.1177/10538259241246234
Ovidiu C. Cocieru, Matthew C.B. Lyle, Mark A. McDonald
Background: The Classroom-as-Organization (CAO) is an established experiential education approach in management education. Purpose: The purpose of the paper is to explore how students and instructors use Slack to communicate in a CAO. Methodology/Approach: We conduct a discourse analysis of three separate exchanges on Slack, an application used for student and instructor communication in an externally oriented CAO. Findings/Conclusions: While Slack provides a venue where problems can be solved, and group dynamics patterns emerge quicker, it presents challenges for instructors, particularly surrounding the balance between suggestion and directive. Implications: Instructors need to be mindful of the benefits and challenges of using Slack when it comes to problem-solving, expressing emotions, and critical thinking for class activities. Institutional support for CAOs may be essential to reduce the pressure on instructors to monitor student activity on Slack.
背景：课堂即组织（CAO）是管理教育中一种成熟的体验式教育方法。目的：本文旨在探讨学生和教师如何在 CAO 中使用 Slack 进行交流。方法/途径：我们对 Slack 上的三次独立交流进行了语篇分析，Slack 是一个用于在外部导向的 CAO 中学生和教师交流的应用程序。结果/结论虽然 Slack 提供了一个可以解决问题的场所，而且可以更快地形成小组动态模式，但它也给指导教师带来了挑战，尤其是在建议和指令之间的平衡方面。影响：当涉及到解决问题、表达情感和批判性思维等课堂活动时，教师需要注意使用 Slack 的好处和挑战。机构对 CAO 的支持可能对减轻教师监控 Slack 上学生活动的压力至关重要。
{"title":"Tying Yourself to the Chair: Using Slack in a Classroom as Organization","authors":"Ovidiu C. Cocieru, Matthew C.B. Lyle, Mark A. McDonald","doi":"10.1177/10538259241246234","DOIUrl":"https://doi.org/10.1177/10538259241246234","url":null,"abstract":"Background: The Classroom-as-Organization (CAO) is an established experiential education approach in management education. Purpose: The purpose of the paper is to explore how students and instructors use Slack to communicate in a CAO. Methodology/Approach: We conduct a discourse analysis of three separate exchanges on Slack, an application used for student and instructor communication in an externally oriented CAO. Findings/Conclusions: While Slack provides a venue where problems can be solved, and group dynamics patterns emerge quicker, it presents challenges for instructors, particularly surrounding the balance between suggestion and directive. Implications: Instructors need to be mindful of the benefits and challenges of using Slack when it comes to problem-solving, expressing emotions, and critical thinking for class activities. Institutional support for CAOs may be essential to reduce the pressure on instructors to monitor student activity on Slack.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140589902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.1177/10538259241244726
Robert Ochago, Domenico Dentoni, Maral Mahdad
Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.
{"title":"The Effect of Ugandan Coffee Farmers’ Role Identity on Their Experiential Learning","authors":"Robert Ochago, Domenico Dentoni, Maral Mahdad","doi":"10.1177/10538259241244726","DOIUrl":"https://doi.org/10.1177/10538259241244726","url":null,"abstract":"Background: Although the literature on education and learning sciences determined how student identities influence their experiential learning process, this link is less clear in the agricultural context, where farmers have faced unique value chain challenges i.e., production to marketing. Purpose: This study contributes to examining how farmers’ role identities support or hamper farmers’ experiential learning processes. Methodology: First, a qualitative analysis of 91 interviews with coffee farmers in Uganda was carried out to understand the nature and relevance of farmers’ role identities. Second, using partial least squares regression-based path analysis, the moderating effect of 214 coffee farmers’ production role identity on their experiential learning was assessed. Findings: Findings reveal that farmers’ identification as coffee farmers shape what, how, and when they learn from their value chain challenges. Farmers’ role identity, in particular, supports their reflection on past challenges to increase their challenge-solving knowledge, as well as experimentation to solve their challenges. Implications: This study integrates role identity theories in the study of learning processes in rural coffee value chains. Moreover, the findings suggest that agricultural extension workers should understand farmers’ identities and their influence on their learning to select the targets and developments of their training programs.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-08DOI: 10.1177/10538259241246232
Amy E. Smallwood
Background: Current research in outdoor adventure education advocates for deeper attention to place and the role that place and the more-than-human world play in pedagogical processes. However, historical and socio-cultural analysis of the roots of OAE reveals an educational approach that encourages adversarial human–nature relations toward the pursuit of anthropocentric outcomes. The use of sublime environments towards these ends does not naturally align with the more recent attempts to foster environmental behaviors through OAE. Purpose: This research addresses the ambiguity between “place” and “pedagogy” to suggest a reimagined role of the sublime that fosters more empathetic human–nature relations. Methodology/Approach: This research utilizes philosophical phenomenology and postqualitative analysis to develop an argument for engaging with sublime environments in ways that cultivate empathetic human–nature relations. Findings/Conclusions: I argue for an awareness of the material aspect of sublime experiences that precedes construction and can inspire empathetic and reciprocal human–nature relations. Implications: Reimagining the sublime as a material phenomenon that is relational and promotes virtues of humility, respect, and care for the more-than-human world.
{"title":"The Sublime Reimagined: Moving Towards Deweeper Human–Nature Relations in Outdoor Adventure Education","authors":"Amy E. Smallwood","doi":"10.1177/10538259241246232","DOIUrl":"https://doi.org/10.1177/10538259241246232","url":null,"abstract":"Background: Current research in outdoor adventure education advocates for deeper attention to place and the role that place and the more-than-human world play in pedagogical processes. However, historical and socio-cultural analysis of the roots of OAE reveals an educational approach that encourages adversarial human–nature relations toward the pursuit of anthropocentric outcomes. The use of sublime environments towards these ends does not naturally align with the more recent attempts to foster environmental behaviors through OAE. Purpose: This research addresses the ambiguity between “place” and “pedagogy” to suggest a reimagined role of the sublime that fosters more empathetic human–nature relations. Methodology/Approach: This research utilizes philosophical phenomenology and postqualitative analysis to develop an argument for engaging with sublime environments in ways that cultivate empathetic human–nature relations. Findings/Conclusions: I argue for an awareness of the material aspect of sublime experiences that precedes construction and can inspire empathetic and reciprocal human–nature relations. Implications: Reimagining the sublime as a material phenomenon that is relational and promotes virtues of humility, respect, and care for the more-than-human world.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140602866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-26DOI: 10.1177/10538259241242117
Ovidiu C. Cocieru, Matthew C. B. Lyle, Lauren C. Hindman, Mark A. McDonald
Background: One of the most promising experiential learning approaches in the field of management education is the classroom as organization (CAO), in which students create and run an organization as part of class activities. The CAO contributes to student development in many ways, including by helping students develop teamwork skills, real-world problem-solving capabilities, and emotional intelligence. Purpose: To explore the impact of the CAO on university-to-work transitions and early careers, a challenging time marked by ambiguity, uncertainty, and anxiety. Methodology/Approach: We used a qualitative analysis of semi-structured interviews with former students from three generations of a CAO. Findings/Conclusions: Findings show that the CAO helps students obtain “realistic” work skills, facilitate career decisions, and develop career adaptability. Implications: The CAO can serve as a powerful career intervention that integrates many of the benefits of simulations and internships.
背景：管理教育领域最有前途的体验式学习方法之一是 "课堂即组织"（CAO），即学生在课堂活动中创建并管理一个组织。课堂即组织 "在很多方面促进了学生的发展，包括帮助学生发展团队合作技能、解决实际问题的能力和情商。目的：探讨 CAO 对从大学到工作的过渡和早期职业生涯的影响，这是一个充满挑战的时期，其特点是模糊性、不确定性和焦虑。方法/途径：我们采用定性分析的方法，对来自 CAO 三代的前学生进行了半结构化访谈。结果/结论：研究结果表明，CAO 有助于学生获得 "现实的 "工作技能，促进职业决策，培养职业适应能力。影响：CAO 可以作为一种强有力的职业干预措施，综合了模拟实习和实习的许多优点。
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Pub Date : 2024-03-15DOI: 10.1177/10538259241239586
Andrew J. Bobilya, Tom Holman, Betsy Lindley, Esther Ayers, Christine Norton, Steve Smith, Denise Mitten, Brent J. Bell
This brief article summarizes five trends and issues discussed during a moderated panel and round table discussion at the Association for Experiential Education (AEE) Symposium on Experiential Education Research (SEER) in November 2023. The aim of this session was to expand on prior documented trends and disseminate current experiential and outdoor education (EOE) trends, issues, and related research. These are only a few of the many EOE trends and issues but they represent both meta trends/issues and program-specific trends. This session was designed for scholars and practitioners who teach, provide program administration, and/or conduct research and evaluation efforts for EOE and related disciplines. Topics included cultural representation in the outdoors, trauma and mental health trends, safety II: a new view of risk management, nature and outdoor programming, and whether college outdoor orientation leaders should be paid. We hope that you, the reader, are inspired to consider what trends and issues are impacting your work and explore areas for future research.
{"title":"Trends and Issues in Experiential and Outdoor Education Programs","authors":"Andrew J. Bobilya, Tom Holman, Betsy Lindley, Esther Ayers, Christine Norton, Steve Smith, Denise Mitten, Brent J. Bell","doi":"10.1177/10538259241239586","DOIUrl":"https://doi.org/10.1177/10538259241239586","url":null,"abstract":"This brief article summarizes five trends and issues discussed during a moderated panel and round table discussion at the Association for Experiential Education (AEE) Symposium on Experiential Education Research (SEER) in November 2023. The aim of this session was to expand on prior documented trends and disseminate current experiential and outdoor education (EOE) trends, issues, and related research. These are only a few of the many EOE trends and issues but they represent both meta trends/issues and program-specific trends. This session was designed for scholars and practitioners who teach, provide program administration, and/or conduct research and evaluation efforts for EOE and related disciplines. Topics included cultural representation in the outdoors, trauma and mental health trends, safety II: a new view of risk management, nature and outdoor programming, and whether college outdoor orientation leaders should be paid. We hope that you, the reader, are inspired to consider what trends and issues are impacting your work and explore areas for future research.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-05DOI: 10.1177/10538259241235915
Mary Rodriguez, Kim E. Dooley, T. Grady Roberts
Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.
{"title":"A Phenomenological Study of Intensive Experiential Learning for University Faculty Professional Development","authors":"Mary Rodriguez, Kim E. Dooley, T. Grady Roberts","doi":"10.1177/10538259241235915","DOIUrl":"https://doi.org/10.1177/10538259241235915","url":null,"abstract":"Background: College students need the ability to generalize and apply solutions through reflective practice. University faculty need professional development to use authentic cases to prepare students for the future. Purpose: This study was to explore the experiences of faculty through a year-long professional development program that included a field experience contextually focused on natural disasters. Methodology: This phenomenological study used personal interviews with faculty about the essence of the shared experience. Data were analyzed through open coding, axial coding, and theoretical triangulation from Kolb’s experiential learning model. Findings/Conclusions: Participant interviews yielded 32 codes that were categorized into 12 themes and theoretically triangulated into the four components of Kolb’s experiential learning model: Experience, Reflection, Generalization, and Application. The concrete experience themes were connection to disasters, to other faculty, and new perspectives. Faculty reflected on their expertise, the importance of engaging experiences, and new realizations. Generalization broadened disciplinary perspectives and connections. Faculty gained teaching applications, including leadership concepts, and humanizing science. Implication: Professional development for faculty using experiential learning can improve teaching capacity for the next generation to solve complex problems of social, economic, and health concerns within communities.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140053751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-04DOI: 10.1177/10538259241236693
Menny Malka, Anat Haas
Background: Wilderness therapy (WT) has become a popular method of intervention with youth residing in residential facilities (RFs), and an important part of their treatment plan. Thus, the dual positioning and role of RF staff members - who both accompany participants on the WT journey and, at the same time, participate in their on-site, daily therapeutic processes - becomes pivotal in therapy programs for this population. Purpose: To examine the meaning of RF staff members’ role in supporting youth from RFs during the WT process. Methodology: The study adopted a qualitative-phenomenological approach, anchored in semi-structured, in-depth interviews with 12 therapeutic-educational workers (6 social workers and 6 youth workers) employed in RFs in Israel. Findings/Conclusions: Three roles emerged from the interviews: the witness, the mediator, and the promoter of the treatment plan. Implications: An ecological-systemic approach is recommended. This approach will provide an opportunity for the RF team members to engage in possible interventions during the journey. It will also allow them to expand the change process which takes place on the WT journey, to the daily treatment plan of the youth within the RF, and among the social and educational systems in which they are involved.
{"title":"The Witnesses, the Mediators, and the Treatment Plan Promoters: A Phenomenological Study of Residential Facility Staff Members’ Role as Companions on Wilderness Journeys","authors":"Menny Malka, Anat Haas","doi":"10.1177/10538259241236693","DOIUrl":"https://doi.org/10.1177/10538259241236693","url":null,"abstract":"Background: Wilderness therapy (WT) has become a popular method of intervention with youth residing in residential facilities (RFs), and an important part of their treatment plan. Thus, the dual positioning and role of RF staff members - who both accompany participants on the WT journey and, at the same time, participate in their on-site, daily therapeutic processes - becomes pivotal in therapy programs for this population. Purpose: To examine the meaning of RF staff members’ role in supporting youth from RFs during the WT process. Methodology: The study adopted a qualitative-phenomenological approach, anchored in semi-structured, in-depth interviews with 12 therapeutic-educational workers (6 social workers and 6 youth workers) employed in RFs in Israel. Findings/Conclusions: Three roles emerged from the interviews: the witness, the mediator, and the promoter of the treatment plan. Implications: An ecological-systemic approach is recommended. This approach will provide an opportunity for the RF team members to engage in possible interventions during the journey. It will also allow them to expand the change process which takes place on the WT journey, to the daily treatment plan of the youth within the RF, and among the social and educational systems in which they are involved.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1177/10538259241232323
Robert Justin Hougham, Sarah Burgess, Jody Bauer
Background: STEM achievement gaps affect marginalized students nation-wide. Environmental education (EE) does not currently nor historically represent a wide range of demographic backgrounds, and increasing concerns demonstrate the effects this can have on pedagogy of the field and the success of its students. Purpose: This research focuses on measures being reported by EE organizations in Wisconsin, and nearby regions, in their work to address diversity, equity, and inclusion (DEI) with consideration to inclusive practices, instructional materials, and overall pedagogy of EE. Methodology/Approach: In 2021, a web-based survey was emailed to 140 EE organization leaders and an updated version was emailed to 112 EE organization leaders in 2023. Responses were analyzed to determine the status of EE across the state and trends across years. Findings/Conclusions: The data does demonstrate a need for equity in EE, specifically supporting students with different learning needs or from underrepresented backgrounds. DEI initiative importance versus resources allocated is disjointed. Lack of consistent collection of demographic data leads EE organizations to fall short of DEI action. Implications: In order to better support learning and positive outcomes, it is significant that environmental educators reevaluate their practices to meet the needs of the growingly diverse students across the country.
背景：科学、技术和工程学的成绩差距影响着全国的边缘化学生。环境教育（EE）目前和历史上并不代表广泛的人口背景，越来越多的关注表明，这可能会对该领域的教学方法和学生的成功产生影响。目的：本研究侧重于威斯康星州及邻近地区的 EE 组织在解决多样性、公平和包容 （DEI）问题时所采取的措施，同时考虑到 EE 的包容性实践、教学材料和整体教学法。方法/途径：2021 年，通过电子邮件向 140 名欧洲教育机构领导人发送了网络调查，2023 年又通过电子邮件向 112 名欧洲教育机构领导人发送了更新版调查。对回复进行分析，以确定全州的 EE 状况和各年的趋势。调查结果/结论：数据确实表明，有必要在教育环境中实现公平，特别是支持有不同学习需求的学生或来自代表性不足背景的学生。发展教育倡议的重要性与分配的资源脱节。由于缺乏对人口数据的持续收集，导致教育部门在开展 DEI 行动方面存在不足。影响：为了更好地支持学习并取得积极成果，环境教育工作者必须重新评估他们的做法，以满足全国各地日益多样化的学生的需求。
{"title":"Reported Decreases in Diversity, Equity, and Inclusion Practices in Environmental Education Organizations","authors":"Robert Justin Hougham, Sarah Burgess, Jody Bauer","doi":"10.1177/10538259241232323","DOIUrl":"https://doi.org/10.1177/10538259241232323","url":null,"abstract":"Background: STEM achievement gaps affect marginalized students nation-wide. Environmental education (EE) does not currently nor historically represent a wide range of demographic backgrounds, and increasing concerns demonstrate the effects this can have on pedagogy of the field and the success of its students. Purpose: This research focuses on measures being reported by EE organizations in Wisconsin, and nearby regions, in their work to address diversity, equity, and inclusion (DEI) with consideration to inclusive practices, instructional materials, and overall pedagogy of EE. Methodology/Approach: In 2021, a web-based survey was emailed to 140 EE organization leaders and an updated version was emailed to 112 EE organization leaders in 2023. Responses were analyzed to determine the status of EE across the state and trends across years. Findings/Conclusions: The data does demonstrate a need for equity in EE, specifically supporting students with different learning needs or from underrepresented backgrounds. DEI initiative importance versus resources allocated is disjointed. Lack of consistent collection of demographic data leads EE organizations to fall short of DEI action. Implications: In order to better support learning and positive outcomes, it is significant that environmental educators reevaluate their practices to meet the needs of the growingly diverse students across the country.","PeriodicalId":46775,"journal":{"name":"Journal of Experiential Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139948845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1177/10538259241228479
Kiah DeVona, Jennie M. Weiner
Background: Despite representing half of approximately 1.5 million camp counsellors in the United States, women in outdoor experiential education (OEE) continually face barriers that constrain them to lead according to restrictive gendered expectations. While scholars have studied this issue across a variety of OEE contexts, summer day camps are largely absent from empirical dialogue about gender and leadership. Purpose: Presently, we explore the impact of gender stereotypes on women's experiences as leaders inside one summer day camp. Methodology/Approach: We employ a qualitative, single-case study to interview five camp professionals about their experiences with gender and leadership. Findings/Conclusions: We find the construction of leadership within the camp rewarded men's agentic behaviors and punished women who led similarly. In addition, men who showed communally-oriented leadership traits were recognized as exceptional leaders, while women lost promotions and were reprimanded for the same behaviors. This gendered construction of leadership manifested as women having inequitable access to leadership development pipelines compared to men, especially related to representation, informal mentoring, and promotion. Implications: Considering these biased constructions and their impact on women leaders, we present opportunities for organizational and systemic change within day camps.
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