Contributors to Women's Leadership Development in Christian Higher Education: A Model and Emerging Theory

Abstract

A theory of women's leadership development within the context of Christian higher education is proposed, based on qualitative research involving 16 participants. Motivators to advance into leadership roles were: (a) a sense of relational responsibility; (b) awareness of calling and giftedness for leadership, and (c) a mentoring relationship or role model. These emerging leaders typically experienced both validation and resistance that shaped the trajectory of their leadership journeys. Validation contributed to greater self-efficacy, resulting in motivation to engage broader leadership; conversely, some leaders experienced resistance and devaluation. The emerging theory recognizes the influence of environmental context and self-awareness.

Notes

Color versions of one or more of the figures in the article can be found online at www.tandfonline.com/urce.

Additional information

Notes on contributors

Jolyn Dahlvig

Jolyn Dahlvig, now serving at Whitworth University, has worked at three CCCU institutions since 1998. She has a passion for co-curricular learning through Residence Life and higher education administration. Jolyn's research interests include the intersection of gender and leadership within explicitly Christian contexts.

Karen A. Longman

Karen A. Longman is Professor and Program Director for Doctoral Higher Education at Azusa Pacific University. She previously served as VP for Professional Development and Research at the CCCU and VP for Academic Affairs at Greenville College (IL).