College Men’s Perceptions of Their Leadership Practice: Unpacking Power and Influence

Abstract

This application brief provides pedagogical strategies for teaching and learning about women and leadership as a potentially sensitive subject, with emphasis on creating an intellectually safe learning environment. Findings from a study of students' expectations and experiences with a Women and Leadership course showed that the strategies affected students' learning experiences. Some strategies also challenged the instructor as a woman leader.

Masculinity, Leadership, and Liberatory Pedagogy: Supporting Men Through Leadership Development and Education

“…A more recent study by Tillapaugh and Haber‐Curran () endeavored to understand how a small group of college men in positional leadership roles led their organizations and how their leadership practice was influenced by gender norms and expectations. They found five main themes: (a) demonstrating balance between task and relationship‐building leadership styles; (b) understanding the distinction between power and influence; (c) having a desire to do better as leaders; (d) viewing leadership as a generative process; and (e) resisting the masculine/feminine leadership dichotomies (Tillapaugh & Haber‐Curran, ).…”

“…A more recent study by Tillapaugh and Haber‐Curran () endeavored to understand how a small group of college men in positional leadership roles led their organizations and how their leadership practice was influenced by gender norms and expectations. They found five main themes: (a) demonstrating balance between task and relationship‐building leadership styles; (b) understanding the distinction between power and influence; (c) having a desire to do better as leaders; (d) viewing leadership as a generative process; and (e) resisting the masculine/feminine leadership dichotomies (Tillapaugh & Haber‐Curran, ). Of particular, interest was the fact that each of the participants critiqued the gendered perspectives of leadership; rather than relying solely on leadership approaches that would be characterized as masculine , these men tapped into leadership approaches (either masculine, feminine, and/or androgynous) depending upon the context of what they were doing and the particular audience.…”

Gender and Student Leadership: A Critical Examination

“…In their review of the literature on young men and leadership, in Chapter 4, Beatty and Tillapaugh outline the significance of the emerging research on masculinity on college men's lives, but often this work does not explore men's leadership practices. In fact, there is a dearth of literature on the experiences of boys and young men in leadership (Tillapaugh & Haber‐Curran, ). Likewise, there is a substantial void in the literature and research examining trans * and gender‐variant students.…”

“…Very little of the current research has sought to understand how individuals view or practice leadership using their gender as a lens, particularly in concern with student leadership. However, there are a few notable studies that have sought to view student leadership through the lens of gender (see Haber, ; Haber‐Curran, ; Oronato & Musoba, ; Romano, ; Tillapaugh & Haber‐Curran, ). Given the expanding discourse on gender as well as leadership in our society, educators need to have a better understanding of women, men, and transgender or gender‐nonconforming individuals and how they understand and practice their leadership rather than just examining leadership differences between genders.…”

“…Issues of hegemony continue to perpetuate the belief that men should be assertive as leaders and should be more engaged in executive decision making, whereas women leaders should be collaborative, supportive, and less assertive (Eagly & Carli, ). Many students find this type of thinking problematic because they do not subscribe strictly to “masculine” or “feminine” leadership approaches but instead find themselves drawn to leadership styles that pull from both masculine and feminine approaches, as well as more androgynous leadership styles and behaviors (Haber, ; Tillapaugh & Haber‐Curran, ). Making certain leadership behaviors and styles gendered is problematic, as there are many desirable outcomes that should be embraced by all leaders.…”