The intent of an FLF is for faculty to gain a shared understanding of culturally derived gender stereotypes and develop capacities to apply leadership knowledge, competencies, and skills to their professional practice in order to develop leadership effectiveness, positive perception of individual leadership skills, and ultimately the neutralization of gender stereotypes.
Published in Chapter:
Gender-Based Leadership Barriers: Advancement of Female Faculty to Leadership Positions in Higher Education
Valerie A. Storey (University of Central Florida, USA), Amanda K. Anthony (University of Central Florida, USA), and Parveen Wahid (University of Central Florida, USA)
Copyright: © 2017
|Pages: 15
DOI: 10.4018/978-1-5225-1049-9.ch018
Abstract
This chapter identifies gender-based leadership barriers according to socio-historical, institutional, and interactional factors that may be external and internal to universities, yet influence women's advancement in the context of higher education. The review suggests problems of under-representation of female faculty leaders in higher education derives from stereotypes attached to women regarding their lack of capacity to hold leadership positions and, consequentially, barriers to navigate the perceived masculine world of leadership. We conclude with contemporary evidence-practices scholars have put forth for addressing gender-based leadership barriers.