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The tripartite self: Gender, identit...

Cadenhead, Juliet Kathryn.

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The tripartite self: Gender, identity, and power.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The tripartite self: Gender, identity, and power./
作者:	Cadenhead, Juliet Kathryn.
面頁冊數:	608 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0773.
Contained By:	Dissertation Abstracts International65-03A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3126153
ISBN:	0496734392

The tripartite self: Gender, identity, and power.
Cadenhead, Juliet Kathryn.

The tripartite self: Gender, identity, and power. - 608 p.

Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0773.

Thesis (Ph.D.)--The University of Texas at Austin, 2004.

Historical patterns of gender discrimination have dominated the sphere of access of groups of individuals to higher education. For hundreds of years, white heterosexual men have enjoyed the luxury of continuing education that was frequently the hallmark of how they saw and identified themselves. Similarly, most educational studies of have used white heterosexual males as subjects. It is important for women to be able to identify and evaluate their own personal characteristics and the patriarchal system for whence they evolved. The study was conducted to increase awareness of the stories and perspectives of female leaders in the community college; what constitutes women and men's identity and how those definitions affect leadership. Small inroads have started to be carved out for women, particularly in the community college environment.

ISBN: 0496734392Subjects--Topical Terms:

626645
Education, Administration.

The tripartite self: Gender, identity, and power.
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500 $a Source: Dissertation Abstracts International, Volume: 65-03, Section: A, page: 0773.
500 $a Supervisor: William Moore, Jr.
502 $a Thesis (Ph.D.)--The University of Texas at Austin, 2004.
520 $a Historical patterns of gender discrimination have dominated the sphere of access of groups of individuals to higher education. For hundreds of years, white heterosexual men have enjoyed the luxury of continuing education that was frequently the hallmark of how they saw and identified themselves. Similarly, most educational studies of have used white heterosexual males as subjects. It is important for women to be able to identify and evaluate their own personal characteristics and the patriarchal system for whence they evolved. The study was conducted to increase awareness of the stories and perspectives of female leaders in the community college; what constitutes women and men's identity and how those definitions affect leadership. Small inroads have started to be carved out for women, particularly in the community college environment.
520 $a The purpose of this qualitative study was to explore the stories and perspectives community college women and men had to tell regarding their definitions of identity, a comparison of how this definition was similar and different between women and men, and finally, how those different meanings relate to leadership. Using a Constructivist/Interpretivist theoretical framework, where all knowledge is socially constructed, the women and men selected participated in focus groups and interviews giving rich narratives as they relate to leadership identity.
520 $a The findings of this study suggested that community college women and men faced gender variations and that these factors played a large role in how women and men defined their identity. Personal definitions of identity also differed between women and men and the similarities and differences between the two groups were used to examine leadership style. Recommendations to assist and expedite the advancement of women and men recognizing and honoring their unique range of diversity were discussed.
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