Burton Laura J, Weiner Jennie M
Department of Educational Leadership, Neag School of Education, University of Connecticut Storrs, CT, USA.
Front Psychol. 2016 Feb 16;7:141. doi: 10.3389/fpsyg.2016.00141. eCollection 2016.
This study utilized a comparative case study analysis to investigate how gender influenced the experiences of participants in a leadership development program (principal preparation program) designed to lead public K-12 schools identified as requiring turnaround. We closely focused on two participants, a man and a woman, and compared the ways each participant made meaning of his/her experiences as developing leaders in the program. Although both participants conceptualized effective leadership in similar communally-oriented ways, the way they came to construct their identities as leaders varied greatly. These differences were largely influenced by different and, what appeared to be, gendered feedback occurring during the program and when participants entered the job market.
本研究采用比较案例研究分析方法，以调查性别如何影响参与一项领导力发展项目（校长预备项目）的参与者的经历，该项目旨在领导被认定需要整改的公立K-12学校。我们密切关注了两名参与者，一名男性和一名女性，并比较了每位参与者如何理解自己作为该项目中发展中的领导者的经历。尽管两名参与者都以类似的集体导向方式将有效领导力概念化，但他们构建领导者身份的方式却大不相同。这些差异在很大程度上受到项目期间以及参与者进入就业市场时不同的、似乎带有性别色彩的反馈的影响。
