Leading with Our Whole Selves: A Multiple Identity Approach to Leadership Development

Debebe, Gelaye; Reinert, Kenneth A.

doi:10.1007/978-1-4614-8860-6_12

Cited by 17 publications

(28 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition to these specific strategies, other questions have emerged in the literature on leadership development, such as the value of women's-only programming [26], how to engage women's full and multiple identities [27], the role that women's leadership development programming plays in creating organizational and institutional change [28], and the impact of program evaluation [29]. These debates were central in our autoethnographic analysis.…”

Section: Personal and Structural Barriers To Women's Leadershipmentioning

confidence: 99%

“…There is significant opportunity and need for educators to incorporate the idea of intersectionality in our scholarship, teaching, and campus work. Further, Debebe and Reinert [27] discuss how sociopolitical identities shape our actions as leaders. Consideration to the dynamic, interrelationships between and among whole individuals and work environments is critical in leadership development programming.…”

Section: Recommendation 1: Practice Intersectionality In Women's-onlymentioning

confidence: 99%

See 1 more Smart Citation

Rethinking Women’s Leadership Development: Voices from the Trenches

Selzer

Howton

Wallace

2017

Administrative Sciences

View full text Add to dashboard Cite

Abstract:As recent graduates of a women's-only leadership development program in higher education in the United States, we used autoethnography as a research methodology to provide critical insight into effective women's leadership programming and evaluation. The potential of this methodology as both a learning process and product helped elucidate two key findings:(1) to effectively develop women leaders, work must be done at the personal, interpersonal, and organizational levels, as these levels are interrelated and interdependent; and (2) women's multiple identities must be engaged. Therefore, relationship-building should be a central learning outcome and facilitated through program curricula, pedagogical methods, and evaluation. Including autoethnography as a program evaluation methodology fills a gap in the literature on leadership development, and supports our goal of making meaning of our personal experiences in order to enhance women's leadership development.

show abstract

Section: Personal and Structural Barriers To Women's Leadershipmentioning

confidence: 99%

Section: Recommendation 1: Practice Intersectionality In Women's-onlymentioning

confidence: 99%

Rethinking Women’s Leadership Development: Voices from the Trenches

Selzer

Howton

Wallace

2017

Administrative Sciences

View full text Add to dashboard Cite

show abstract

“…A chief critique of the authenticity literature is its tendency to ignore social context, particularly the role of social identities (Debebe & Reinert, 2014; Gardiner, 2015). Drawing on the talent development literature, this section describes the influence of social identity ascription on talent development.…”

Section: Identity Ascription That Limits Talent Possibilitiesmentioning

confidence: 99%

Authentic Leadership and Talent Development: Fulfilling Individual Potential in Sociocultural Context

Debebe

2017

Advances in Developing Human Resources

Self Cite

View full text Add to dashboard Cite

The Problem. Although leadership researchers have alluded to a connection between talent and leadership, the relationship has not been explored. The Solution. Leadership entails influence through inspiration. A key assumption of this article is that people inspire others when they themselves are inspired by what they do and, further, that such inspiration stems from authentic talent development. Authentic talent development is a process whereby individuals discover what they are good at and love to do, and use their talents to express their values. This article incorporates insights from the leadership authenticity and talent development literatures to present a framework of authentic leadership and talent development in sociocultural context. The framework illuminates how social identity ascription processes can thwart the course of an individual's talent development efforts. It also shows how individuals can overcome these pressures by cultivating positive psychological capital (PsyCap), thereby pursuing personally resonant talent trajectories. The Stakeholders. This article is relevant to Human Resource Development (HRD) researchers and scholar-practitioners, and those that design and deliver leadership development programs. It is also relevant to students of leadership in academic and corporate settings.

show abstract

“…This process poses a problem for leadership development (Debebe & Reinert, 2014). For this reason, Debebe and Reinert (2014) suggest structuring the learning environment as a "safe space" for exploration of multiple identities. In order to enable the women in the program to contest and hold on to unresolved identity paradoxes, we use several pedagogical practices to structure a safe learning space.…”

Section: Multiple Identities In the Academic Settingmentioning

confidence: 99%

From a Politics of Dilemmas to a Politics of Paradoxes

Kark

Preser

Zion-Waldoks

2016

Journal of Management Education

View full text Add to dashboard Cite

Transformational learning is a process resulting in deep and significant change in habitual patterns of identity, thought, emotion, and action, enabling new approaches to role enactment. This article explores how moving from a framework of dilemmas, which require solutions and one-sided choices, to a framework of paradoxes that embraces tensions and contradictions can contribute to meaningful transformational learning in the context of women's leadership development. Drawing on recent theories of paradoxes and on critical feminist theory, we propose a critical feminist pedagogy of paradoxes for developing women's leadership of social change enterprises. This perspective is put forth based on our analysis of an experiential course in a graduate gender studies program wherein participants take on leadership roles and interrogate them, by integrating theoretical discussions, reflection, and practical engagement in social activism. We use case studies from our

show abstract

Leading with Our Whole Selves: A Multiple Identity Approach to Leadership Development

Cited by 17 publications

References 39 publications

Rethinking Women’s Leadership Development: Voices from the Trenches

Rethinking Women’s Leadership Development: Voices from the Trenches

Authentic Leadership and Talent Development: Fulfilling Individual Potential in Sociocultural Context

From a Politics of Dilemmas to a Politics of Paradoxes

Contact Info

Product

Resources

About