Araştırma Makalesi
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WOMEN LEADERS ON ACADEMIA: GENDER, FAMILY, AND INDIVIDUAL ISSUES

Yıl 2022, Cilt: 5 Sayı: 2, 19 - 29, 25.12.2022

Öz

In this research, concepts such as leaders, academic leadership, women's place in these and the obstacles women encounter in higher educational institutes are emphasized; studies in which these issues were talked about and intersect were obtained through literature review, and the findings were interpreted by descriptive analysis method by subjecting them to content analysis. The history of the notion of leadership in different areas was mentioned superficially, the rate of women academicians in different positions in higher educational institutes, and the three main sources of obstacles women face when attaining higher ranks and positions in academia were discussed. These three main sources are: Gender Related Issues, Family Issues, and Individual Issues. As a result of the study, it is concluded that even though women are occupying higher positions more than before, there seems to be a long way to equality in both quality and quantity. The responsibility, however, is on everybody.

Kaynakça

  • American Association of University Professors [AAUP]. (2011). “It’s Not Over Yet: The Annual Report on the Economic Status of the Profession 2010-2011”
  • Bass, B. M., & Bass, R. (2009). The Bass handbook of leadership: Theory, research, and managerial applications. Simon and Schuster.
  • Blackmore, J. (2014). “Wasting talent?” Gender and the problematics of academic disenchantment and disengagement with leadership. Higher Education Research & Development, 33, 86-99.
  • Curtis, J. and West, M. (2006). “AAUP Faculty Gender Equity Indicator 2006,” American Association of University Professors.
  • Dunn, D., Gerlach, J. M., & Hyle, A. E. (2014). Gender and leadership: Reflections of women in higher education administration. International Journal of Leadership and Change, 2(1), 2.
  • Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological review, 109(3), 573.
  • ECU (2015) Equality in Higher Education: Statistical Report 2015 Part 1: Staff. London: Equality Challenge Unit.
  • Esen, Ü. B. (2021). Leadership in Higher Education: Academic Leadership. In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century (pp. 137-150). IGI Global.
  • European Commission (2012) She Figures 2012: Gender in Research and Innovation: Statistics and Indicators. Brussels: European Commission.
  • European Commission. (2019). She figures 2018. Directorate-General for Research and Innovation.
  • European Commission. (2021). She figures 2021: gender in research and innovation: statistics and indicators, Publications Office.
  • Garcia, M. (2009). Moving Forward. In M. Wolverton., B. L. Bower & A. E. Hyle (Eds). Women at the top: What women university and college presidents say about effective leadership (pp. 36-53). Stylus Publishing, LLC.
  • Gillard, J., & Okonjo-Iweala, N. (2022). Women and leadership: Real lives, Real lessons. MIT Press.
  • Hannum, K., Muhly, S., Shockley-Zalabak, P., & White, J. S. (2014). Stories from the summit trail: Leadership journeys of senior women in higher education.
  • Hewlett, S.A. (2002). Executive women and the myth of having it all. Harvard Business Review. 80(4), 66-73, 125.
  • Huang, P. M. (2008). Gender bias in academia: Findings from focus groups. San Francisco, CA: Center for WorkLife Law.
  • Hymowitz, C. & Schellhardt, T. D. (1986). The Corporate Woman (A Special Report): The Glass Ceiling: Why Women Can't Seem To Break The Invisible Barrier That Blocks The From The Top Jobs, Wall Street Journal (Eastern edition).
  • Leithwood KA and Riehl C (2003) What We Know About Successful School Leadership. Nottingham: National College for School Leadership.
  • Lewis, H. S. (1974). Leaders and followers: Some anthropological perspectives. AddisonWesley Module in Anthropology No. 50. Reading, MA: Addison-Wesley
  • Lillian MacNell, Adam Driscoll and Andrea Hunt, ‘What’s in a name: Exposing gender bias in student ratings of teaching’, Innovative Higher Education, vol. 40, no. 4, August 2015, pp. 291–303
  • Lipman-Blumen, J. (1996). The connective edge: Leading in an interdependent world. San Francisco: Jossey-Bass.
  • Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: An African American woman’s perspective. Advances in developing human resources, 11(5), 606-618.
  • Madsen, S. R. (2008). On becoming a woman leader: Learning from the experiences of university presidents (Vol. 124). John Wiley & Sons.
  • Mohr, T. S. (2014, August 25). Why women don’t apply for jobs unless they’re 100% qualified. Harvard Business Review. Retrieved from https://hbr.org/
  • National Center for Education Statistics [NCES]. (2011). The Condition of Education 2011. U.S. Department of Education, Washington D.C.
  • Platts, M. J. (1994). Confucius on leadership. Strategic Change, 3(5), 249–260. doi:10.1002/jsc.4240030503
  • Rhode, D. L. (2017). Women and leadership. Oxford University Press.
  • Schmidt, B. (2015, December 16). Gender bias exists in professor evaluations. Opinion Pages: Room for Debate. New York Times. Retrieved from https://www.nytimes.com/
  • Task Force on Women and Leadership, “Findings and Recommendations” (Stanford University, draft, December 2015), 8, 26.
  • Wirth, L. (2001). Breaking Through the Glass Ceiling: Women In Management, International Labour Office, Geneva.

WOMEN LEADERS ON ACADEMIA: GENDER, FAMILY, AND INDIVIDUAL ISSUES

Yıl 2022, Cilt: 5 Sayı: 2, 19 - 29, 25.12.2022

Öz

Bu araştırmada liderlik, akademik liderlik, kadının bunlardaki yeri ve kadınların yükseköğretim kurumlarında karşılaştıkları engeller gibi kavramlar üzerinde durulmuş; bu konuların tartışıldığı ve kesiştiği çalışmalar literatür taraması yoluyla elde edilmiş ve bulgular içerik analizine tabi tutularak betimsel analiz yöntemiyle yorumlanmıştır. Liderlik kavramının farklı alanlardaki tarihçesinden yüzeysel olarak bahsedilmiş, yükseköğretim kurumlarında farklı pozisyonlardaki kadın akademisyenlerin oranı ve kadınların akademide üst sıralara ve pozisyonlara gelirken karşılaştıkları üç ana engellin kaynağı tartışılmıştır. Bu üç ana kaynak şunlardır: Cinsiyetle ilgili sorunlar, aile sorunları ve bireysel sorunlardır. Çalışmanın sonucunda, kadınların eskiye göre daha yüksek pozisyonlarda yer almalarına rağmen, hem nitelik hem de nicelik açısından eşitliğe giden uzun bir yol olduğu sonucuna varılmıştır. Sorumluluk ise herkese aittir.

Kaynakça

  • American Association of University Professors [AAUP]. (2011). “It’s Not Over Yet: The Annual Report on the Economic Status of the Profession 2010-2011”
  • Bass, B. M., & Bass, R. (2009). The Bass handbook of leadership: Theory, research, and managerial applications. Simon and Schuster.
  • Blackmore, J. (2014). “Wasting talent?” Gender and the problematics of academic disenchantment and disengagement with leadership. Higher Education Research & Development, 33, 86-99.
  • Curtis, J. and West, M. (2006). “AAUP Faculty Gender Equity Indicator 2006,” American Association of University Professors.
  • Dunn, D., Gerlach, J. M., & Hyle, A. E. (2014). Gender and leadership: Reflections of women in higher education administration. International Journal of Leadership and Change, 2(1), 2.
  • Eagly, A. H., & Karau, S. J. (2002). Role congruity theory of prejudice toward female leaders. Psychological review, 109(3), 573.
  • ECU (2015) Equality in Higher Education: Statistical Report 2015 Part 1: Staff. London: Equality Challenge Unit.
  • Esen, Ü. B. (2021). Leadership in Higher Education: Academic Leadership. In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century (pp. 137-150). IGI Global.
  • European Commission (2012) She Figures 2012: Gender in Research and Innovation: Statistics and Indicators. Brussels: European Commission.
  • European Commission. (2019). She figures 2018. Directorate-General for Research and Innovation.
  • European Commission. (2021). She figures 2021: gender in research and innovation: statistics and indicators, Publications Office.
  • Garcia, M. (2009). Moving Forward. In M. Wolverton., B. L. Bower & A. E. Hyle (Eds). Women at the top: What women university and college presidents say about effective leadership (pp. 36-53). Stylus Publishing, LLC.
  • Gillard, J., & Okonjo-Iweala, N. (2022). Women and leadership: Real lives, Real lessons. MIT Press.
  • Hannum, K., Muhly, S., Shockley-Zalabak, P., & White, J. S. (2014). Stories from the summit trail: Leadership journeys of senior women in higher education.
  • Hewlett, S.A. (2002). Executive women and the myth of having it all. Harvard Business Review. 80(4), 66-73, 125.
  • Huang, P. M. (2008). Gender bias in academia: Findings from focus groups. San Francisco, CA: Center for WorkLife Law.
  • Hymowitz, C. & Schellhardt, T. D. (1986). The Corporate Woman (A Special Report): The Glass Ceiling: Why Women Can't Seem To Break The Invisible Barrier That Blocks The From The Top Jobs, Wall Street Journal (Eastern edition).
  • Leithwood KA and Riehl C (2003) What We Know About Successful School Leadership. Nottingham: National College for School Leadership.
  • Lewis, H. S. (1974). Leaders and followers: Some anthropological perspectives. AddisonWesley Module in Anthropology No. 50. Reading, MA: Addison-Wesley
  • Lillian MacNell, Adam Driscoll and Andrea Hunt, ‘What’s in a name: Exposing gender bias in student ratings of teaching’, Innovative Higher Education, vol. 40, no. 4, August 2015, pp. 291–303
  • Lipman-Blumen, J. (1996). The connective edge: Leading in an interdependent world. San Francisco: Jossey-Bass.
  • Lloyd-Jones, B. (2009). Implications of race and gender in higher education administration: An African American woman’s perspective. Advances in developing human resources, 11(5), 606-618.
  • Madsen, S. R. (2008). On becoming a woman leader: Learning from the experiences of university presidents (Vol. 124). John Wiley & Sons.
  • Mohr, T. S. (2014, August 25). Why women don’t apply for jobs unless they’re 100% qualified. Harvard Business Review. Retrieved from https://hbr.org/
  • National Center for Education Statistics [NCES]. (2011). The Condition of Education 2011. U.S. Department of Education, Washington D.C.
  • Platts, M. J. (1994). Confucius on leadership. Strategic Change, 3(5), 249–260. doi:10.1002/jsc.4240030503
  • Rhode, D. L. (2017). Women and leadership. Oxford University Press.
  • Schmidt, B. (2015, December 16). Gender bias exists in professor evaluations. Opinion Pages: Room for Debate. New York Times. Retrieved from https://www.nytimes.com/
  • Task Force on Women and Leadership, “Findings and Recommendations” (Stanford University, draft, December 2015), 8, 26.
  • Wirth, L. (2001). Breaking Through the Glass Ceiling: Women In Management, International Labour Office, Geneva.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Bengisu Gülüm

Erken Görünüm Tarihi 21 Aralık 2022
Yayımlanma Tarihi 25 Aralık 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 5 Sayı: 2

Kaynak Göster

APA Gülüm, B. (2022). WOMEN LEADERS ON ACADEMIA: GENDER, FAMILY, AND INDIVIDUAL ISSUES. Dünya Multidisipliner Araştırmalar Dergisi, 5(2), 19-29.


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