A qualitative study was conducted to examine how gender and ethnicity influenced leadership experiences of a mixed ethnic sample of British women. An intersectional framework was used which took the viewpoint that socio-demographic identities should be considered simultaneously in order to challenge universalist, gender and ethnic neutral assumptions of leadership. One hundred and thirty women of white, black, Asian and mixed ethnicity in senior management and leadership positions from a broad range of sectors participated in focus groups and interviews exploring leadership constructions and enactment. White women's leadership definitions reflected contemporary leadership models. In contrast, minority ethnic women defined leadership using predominantly ethno-cultural lenses, which informed their self-identities and orientation towards others. Regarding enacting leader identities, white women described historical gender and class barriers to enacting leadership, while minority ethnic women described current barriers linked to ethnic and religious identities. Practical implications for women's leader identity development and theoretical implications for developing more inclusive leadership theories are discussed.
It is evident that many Black women teachers (BWT) are leaving the teaching profession because they neither desire to nor are able to navigate the mental, professional, or curricular pressures of teaching. In this article, we use the story of Alicia to explore the instructional, professional, and emotional stress that many Black women teachers endure. We also provide insight on theoretical constructs and practical applications that impact BWT. In addition, we examine approaches that engage the retention of Black women teachers through a process of personal and professional support systems."Cultural patterns of oppression are not only interrelated, but are bound together and influenced by the intersectional systems of society. " Kimberlé Crenshaw, 1989
This paper contributes to the literature on leadership and identity by examining how gender, race, and class may confer disadvantage or bestow privilege in accessing leadership positions while in the role of leader. The paper focuses on the methodology used to explore experiences of Black Minority and Ethnic (BME) and White women leaders understanding of these experiences in public and private sector organisations in England. The research offers the use of the author's autobiographical account as a starting point to develop an intersectional approach to leadership methodology. In addition, it draws on feminist, intersectional and critical autobiographical theory to analyse the findings. The paper will begin with an introduction to the literature, moving onto the research design and then discussion on the initial findings, highlighting the core themes emerging from the data. Findings showed that the BME women experienced notably more challenges and difficulties in their role as leaders, and that they saw their ethnicity as having a clear bearing on their identities, their perception of leadership, and their experience as leaders.
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