Perceptions of leadership, self-confidence and leadership programs among teenage girls in Israel

References

• Agboola, A., & Tsai, K. C. (2012). Bring character education into classroom. European Journal of Educational Research, 1(2), 163–22. https://doi.org/10.12973/eu-jer.1.2.163
   Google Scholar
• Alfrey, L., & Twine, F. W. (2017). Gender-fluid Greek girls: Negotiating inequality regimes in the tech industry. Gender and Society, 31(1), 28–50. https://doi.org/10.1177/0891243216680590
   Web of Science ®Google Scholar
• Archard, N. (2012a). Adolescent girls and leadership: The impact of confidence, competition, and failure. International Journal of Adolescence and Youth, 17(4), 189–203. https://doi.org/10.1080/02673843.2011.649431
   Google Scholar
• Archard, N. (2012b). Developing future women leaders: The importance of mentoring and role modeling in the girls’ school context. Mentoring a Tutoring: Partnership in Learning, 20(4), 451–472. https://doi.org/10.1080/13611267.2012.725980
   Google Scholar
• Archard, N. (2013). Adolescent leadership: The female voice. Educational Management Administration & Leadership, 41(3), 336–351. https://doi.org/10.1177/1741143212474804
   Web of Science ®Google Scholar
• Ashford, S. J., & DeRue, D. S. (2012). Developing as a leader: The power of mindful engagement. Organizational Dynamics, 41(2), 146–154. https://doi.org/10.1016/j.orgdyn.2012.01.008
   Web of Science ®Google Scholar
• Author, Galily, M., Levy, Y., & Galily, Y. (2011). National and gender identity perceptions among female football players in Israel. Soccer and Society, 12(2), 228–248.‏. https://doi.org/10.1080/14660970.2011.548360
   Google Scholar
• Avgar, I. (2017). Policy for promoting gender equality in the education system: A comparative review. Knesset Research and Information Center [Hebrew].
   Google Scholar
• Axelrod, R. H. (2017). Leadership and self-confidence. In J. Marques & S. Dhiman (Eds.), Leadership today: Practices for professional performance (pp. 297–314). Springer.
   Google Scholar
• Baric, S., Bouchie, S., Cronin, P., Heinzen, A., Menon, G., & Prather, C. (2009). The power to lead: A leadership model for adolescent girls. Atlanta, GA: CARE.‏
   Google Scholar
• Bian, L., Leslie, S. -J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interest. Science, 355(6323), 367–389. https://doi.org/10.1126/science.aah6524
   PubMed Web of Science ®Google Scholar
• Birt, L., Scott, S., Cavers, D., Campbell, C., & Walter, F. (2016). Member checking: A tool to enhance trustworthiness or merely a nod to validation? Qualitative Health Research, 26(13), 1802–1811. https://doi.org/10.1177/1049732316654870
   PubMed Web of Science ®Google Scholar
• Bouma, G. D., & Atkinson, G. B. J. (1995). A handbook of social science research. Oxford University Press.‏.
   Google Scholar
• Brinkman, S. (2018). The interview. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th)ed., pp. 997–1038. Sage.
   Google Scholar
• Cann, R. (2009). Girls’ participation in post‐16 mathematics: A view from pupils in Wales. Gender and Education, 21(6), 651–669.‏. https://doi.org/10.1080/09540250802680065
   Web of Science ®Google Scholar
• Chan, D. W. (2003). Leadership skills training for Chinese secondary students in Hong Kong: Does training make a difference? Journal of Secondary Gifted Education, 14(3), 166–174‏. https://doi.org/10.4219/jsge-2003-427
   Google Scholar
• Chin, J. L., Lott, B., & Rice, J. K. (2007). Women and leadership: Transforming visions and diverse voices (J. Sanchez-Hucles, Ed.). Hoboken, NJ: Blackwell Publishing.
   Google Scholar
• Cornwall, A. (2016). Women’s empowerment: What works? Journal of International Development, 28(3), 342–359. https://doi.org/10.1002/jid.3210
   Web of Science ®Google Scholar
• Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels of analyses. Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 133–156‏. https://doi.org/10.1146/annurev-orgpsych-032414-111328
   Google Scholar
• Denzin, N. K., & Lincoln, Y. S. (2018). Introduction: The discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th) ed., pp. 29–86. Sage.
   Google Scholar
• Devault, M. (1990). Talking and listening from women’s standpoint: Feminist strategies for interviewing and analysis. Social Problems, 37(1), 96–116. https://doi.org/10.2307/800797
   Web of Science ®Google Scholar
• Diggs, C. R., & Akos, P. (2016). The promise of character education in middle school: A meta-analysis. Middle Grades Review, 2(2), 1–19.
   Google Scholar
• Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders. Harvard Business School Press.
   Google Scholar
• Eagly, A. H., & Johannesen-Schmidt, M. C. (2002). The leadership styles of women and men. The Journal of Social Issues, 57(4), 781–797. https://doi.org/10.1111/0022-4537.00241
   Web of Science ®Google Scholar
• Edwards, R. (1993). An education in interviewing: Placing the researcher and the research. In C. M. Renzetti & R. M. Lee (Eds.), Researching sensitive topics (pp. 181–196). Sage.
   Google Scholar
• Eva, N., De Cieri, H., Murphy, S. E., & Lowe, K. B. (2021). Leader development for adolescent girls: State of the field and a framework for moving forward. The Leadership Quarterly, 32(1), 101457‏. https://doi.org/10.1016/j.leaqua.2020.101457
   Web of Science ®Google Scholar
• Fertman, C. I., & Van Linden, J. A. (1999). Character education: An essential ingredient for youth leadership development. NASSP Bulletin, 83(609), 9–15. https://doi.org/10.1177/019263659908360902
   Google Scholar
• Fulton, C. L., Greene, J. H., Hartwig, E., Blalock, S., & Haiyasoso, M. (2019). Promoting girls’ leadership development in secondary schools.‏. Texas State University.
   Google Scholar
• Gates, M. (2014). Putting women and girls at the centre of development. Science, 12(6202), 328–345. https://doi.org/10.1126/science.1258882
   Google Scholar
• Gilad, E., Shechter, M., & Malat, S. (2010). Gendered dialog in education: Between theory and practice. Ministry of Education and Achva Academic College for Education [Hebrew].
   Google Scholar
• Gilligan, C. (1993). In a different voice: Psychological theory and women’s development. Harvard University Press.‏.
   Google Scholar
• Gould, D., & Voelker, D. K. (2012). Enhancing youth leadership through sport and physical education. Journal of Physical Education, Recreation and Dance, 83(8), 38–47. https://doi.org/10.1080/07303084.2012.10598828
   Google Scholar
• Greenacre, L., Tung, N. M., & Chapman, T. (2014). Self confidence, and the ability to influence. Academy of Marketing Studies Journal, 18(2), 169–180.
   Google Scholar
• Greenblank, P. (2003). The role of values in educational research: The case for reflexivity. British Educational Research Journal, 29(6), 791–801. https://doi.org/10.1080/0141192032000137303
   Web of Science ®Google Scholar
• Griffith, A. N., & Larson, R. W. (2016). Why trust matters: How confidence in leaders transforms what adolescents gain from youth programs. Journal of Research on Adolescence, 26(4), 790–804.‏. https://doi.org/10.1111/jora.12230
   PubMed Web of Science ®Google Scholar
• Griffith, A. N., Larson, R. W., & Johnson, H. E. (2018). How trust grows: Teenagers’ accounts of forming trust in youth program staff. Qualitative Psychology, 5(3), 340–357. https://doi.org/10.1037/qup0000090
   Google Scholar
• Gur Ziv, H. (2013). Critical feminist pedagogy and education towards peace. Mofet [Hebrew].
   Google Scholar
• Harris, A. (2004). Future girl: Young women in the twenty-first century. Routledge.
   Google Scholar
• Harter, S. (1999). The construction of self: A developmental perspective. Guilford Press.
   Google Scholar
• Hart, L., Gary, J. M., Duhamel, C. C., & Homefield, K. (2003). Building leadership skills in middle school girls through interscholastic athletics. ERIC.
   Google Scholar
• Herzog, A., & Valden, Z. (Eds.). (2011). Power and gender in education. Carmel [Hebrew].
   Google Scholar
• Hoyt, M. A., & Kennedy, C. L. (2008). Leadership and adolescent girls: A qualitative study of leadership development. American Journal of Community Psychology, 42(3–4), 203–219. https://doi.org/10.1007/s10464-008-9206-8
   PubMed Web of Science ®Google Scholar
• Israeli Ministry of Education, Parents Portal. (2020). Gifted, Nachshon. Retrieved from https://parents.education.gov.il/prhnet/gifted/gifted-educational-frameworks/nachshon
   Google Scholar
• Jones, L. (1995). Confidence and mathematics: A gender issue? Gender and Education, 7(2), 16‏6. https://doi.org/10.1080/09540259550039086
   Google Scholar
• Kahan-Strawczynski, P., Konstantinov, V., & Yurovich, L. (2006). Adolescent girls in Israel: An analysis of data from selected studies. ( RR No). Engelberg Center for Children and Youth [Hebrew].
   Google Scholar
• Kahle, J. B., Parker, L. H., Rennie, L. J., & Riley, D. (1993). Gender differences in science education: Building a model. Educational Psychologist, 28(4), 379–404. https://doi.org/10.1207/s15326985ep2804_6
   Web of Science ®Google Scholar
• Karagianni, D., & Montgomery, J. A. (2018). Developing leadership skills among adolescents and young adults: A review of leadership programmes. International Journal of Adolescence and Youth, 23(1), 86–98.‏. https://doi.org/10.1080/02673843.2017.1292928
   Web of Science ®Google Scholar
• Kark, R., & Van Dijk, D. (2007). Motivation to lead, motivation to follow: The role of the self-regulatory focus in leadership processes. Academy of Management Review, 32(2), 500–528.‏. https://doi.org/10.5465/amr.2007.24351846
   Web of Science ®Google Scholar
• Klugman, J. (2014). Voice and agency: Empowering women and girls for shared prosperity. World Bank Group.
   Google Scholar
• Knoller Levy, R., & Sorek, Y. (2010). Youth Leadership and Developing Youth Leadership: Views, Observations and Recommendations. Van Leer [Hebrew].
   Google Scholar
• Kress, C. A. (2006). Youth leadership and youth development: Connections and questions. New Directions for Youth Development, 2006(109), 45–57. https://doi.org/10.1002/yd.154
   Google Scholar
• Larson, R. W., Raffaelli, M., Guzman, S., Salusky, I., Orson, C. N., & Kenzer, A. (2019). The important (but neglected) developmental value of roles: Findings from youth programs. Developmental Psychology, 55(5), 1019–1033.
   Google Scholar
• Leutenberg, E. A., & Liptak, J. J. (2011). Teen self-esteem workbook: Facilitator reproducible self-assessments, exercises, and educational handouts. Wholeperson Stress & Welness Publishers.
   Google Scholar
• Mampane, M. R. (2014). Factors contributing to the resilience of middle adolescents in a South African township: Insights from a resilience questionnaire. South African Journal of Education, 34(4), 1–11.‏. https://doi.org/10.15700/201412052114
   Web of Science ®Google Scholar
• Mann, M. J., Smith, M. L., & Kristjansson, A. L. (2015). Improving academic self-efficacy, school connectedness, and identity in struggling middle school girls: A preliminary study of the REAL girls program. Health Education and Behavior, 42(1), 117–126. https://doi.org/10.1177/1090198114543005
   PubMed Web of Science ®Google Scholar
• McNae, R. E. (2011). Young women and leadership development: Co-constructing leadership learning in a New Zealand secondary school [Doctoral dissertation, University of Waikato].‏
   Google Scholar
• Morse, J. (2018). Reframing rigor in qualitative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th)ed., pp. 1373–1409. Sage.
   Google Scholar
• Morse, J., Barrett, M., Mayan, M., Olson, K., & Spiers, J. (2002). Verification strategies for establishing reliability and validity in qualitative research. International Journal of Qualitative Research, 1(2), 13–22. https://doi.org/10.1177/160940690200100202
   Google Scholar
• Northouse, P. G. (2016). Leadership: Theory and practice. Sage.
   Google Scholar
• Oney, E., & Oksuzoglu-Guven, G. (2015). Confidence: A critical review of the literature and an alternative perspective for general and specific self-confidence. Psychological Reports: Mental and Physical Health, 116(1), 149–163. https://doi.org/10.2466/07.PR0.116k14w0
   PubMed Web of Science ®Google Scholar
• Pedagogical Administration. (2020) . Implementing gender equality in the education system in Israel: From theory to practice. Ministry of Education [Hebrew].
   Google Scholar
• Peleg, H. (2000). The effect of activity in student councils on members’ social involvement and personal development. Derby College [Hebrew].
   Google Scholar
• Punch, K. F. (1998). Introduction to social research: Qualitative and quantitative approaches. Sage Publications.
   Google Scholar
• Radin, S. (2015). Brave girls: Raising young women with passion and purpose to become powerful leaders. Simon and Schuster.‏.
   Google Scholar
• Reinharz, S. (1992). Feminist methods in social research. Oxford University Press.
   Google Scholar
• Ricketts, J. C., & Rudd, R. D. (2002). A comprehensive leadership education model to train, teach, and develop leadership in youth. Journal of Career and Technical Education, 19(1), 7–17. https://doi.org/10.21061/jcte.v19i1.655
   Google Scholar
• Sacks, H. (1972). On the analyzability of stories by children. In J. J. Gumperz & D. Hymes (Eds.), Directions in Sociolinguistics: The Ethnography of Communication (pp. 325–345). New York, NY: Rinehart & Winston.
   Google Scholar
• Schmidt, C. (2004). The analysis of semi-structured interviews. A Companion to Qualitative Research, 253(258), 7619.
   Google Scholar
• Schwandt, T. A., & Gates, E. F. (2018). Case study methodology. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (5th) ed., pp. 660–661. Sage.
   Google Scholar
• See, B. H., & Arthur, J. (2011). The potential role of schools and teachers in the character development of young people in England: Perspectives from pupils and teachers. Evaluation and Research in Education, 24(2), 143–157. https://doi.org/10.1080/09500790.2011.560664
   Google Scholar
• Segovia-Pérez, M., Vargas-Pérez, A. M., & Laguna-Sánchez, P. (2021). Open innovation approach for women leadership programs in university. Virtually Hosted, 4(1), 104–112.
   Google Scholar
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75.‏. https://doi.org/10.3233/EFI-2004-22201
   Google Scholar
• Sipe, L., & Ghiso, M. (2004). Developing conceptual categories in classroom descriptive research: Some problems and possibilities. Anthropology & Education Quarterly, 35(4), 472–485. https://doi.org/10.1525/aeq.2004.35.4.472
   Web of Science ®Google Scholar
• Skelton, C. (2010). Gender and achievement: Are girls the ‘success stories’ of restructured education systems? Educational Review, 62(2), 131–142. https://doi.org/10.1080/00131910903469536
   Web of Science ®Google Scholar
• Spall, S. (1998). Peer debriefing in qualitative research: Emerging operational models. Qualitative Inquiry, 4(2), 280–292. https://doi.org/10.1177/107780049800400208
   Google Scholar
• Sperandio, J. (2000). Leadership for adolescent girls: The role of secondary schools in Uganda. Gender and Development, 8(3), 57–64. https://doi.org/10.1080/741923781
   Google Scholar
• Sperandio, J., & Sherman, W. H. (2010). Modeling cultural context for aspiring women educational leaders. Journal of Educational Administration, 48(6), 716–726. https://doi.org/10.1108/09578231011079575
   Google Scholar
• Trumpy, A. J., & Elliott, M. (2019). You lead like a girl: Gender and children’s leadership development. Sociological Perspectives, 62(3), 346–365. https://doi.org/10.1177/0731121418808800
   Web of Science ®Google Scholar
• USAID [United States Agency for International Development]. (2012). Designing and implementing a highly effective youth leadership program. Leadership, Management and Governance Project.
   Google Scholar
• Valerio, A. M. (2009). Developing women leaders: A guide for men and women in organizations. Wiley-Blackwell.
   Google Scholar
• Van Linden, J. A., & Fertman, C. I. (1998). Youth leadership: A guide to understanding leadership development in adolescents. Jossey-Bass.
   Google Scholar
• Vincent, S. (2019). The effects of a literacy-based mentoring program on empowering preadolescent girls in their development of confidence, self-concept, and leadership skillset [Unpublished undergraduate honors thesis, University of Arkansas].‏
   Google Scholar
• Wallin, D. (2003). Student leadership and democratic schools: A case study. NASSP Bulletin, 87(636), 55–78. https://doi.org/10.1177/019263650308763606
   Google Scholar
• Wang, Y., & Wang, Q. (2021). How female students are “educated” to retreat from leadership: An example from the Chinese schooling context. Education as Change, 25(1), 1–21.‏. https://doi.org/10.25159/1947-9417/8616
   Google Scholar
• Whittington, A., & Aspelmeier, J. E. (2018). Resilience, peer relationships, and confidence: Do girls’ programs promote positive change? Journal of Outdoor Recreation, Education and Leadership, 10(2), 124–139‏. https://doi.org/10.18666/JOREL-2018-V10-I2-7876
   Web of Science ®Google Scholar
• Wong, M. C., Lau, T. C., Lee, A., & Cameron, D. W. (2012). The impact of leadership programme on self-esteem and self-efficacy in school: A randomized controlled trial. Plos One, 7(12), e52023.‏. https://doi.org/10.1371/journal.pone.0052023
   Web of Science ®Google Scholar
• Zeldin, S., Krauss, S. E., Kim, T., Collura, J., & Abdullah, H. (2016). Pathways to youth empowerment and community connectedness: A study of youth-adult partnership in Malaysian after-school, co-curricular programs. Journal of Youth and Adolescence, 45(8), 1638–1651.‏. https://doi.org/10.1007/s10964-015-0320-2
   PubMed Web of Science ®Google Scholar
• Ziegler, A., & Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. In K. A. Heller, F. J. Monks, R. Subotnik, & R. Sternberg (Eds.), International Handbook of Giftedness and Talent (2nd ed., pp. 3–21.‏). Oxford, UK: Pergamon Press.
   Google Scholar
• Zurqoni, Z., Retnawati, H., Arlinbowo, J., & Apino, E. (2018). Strategy and implementation of character education in senior high schools and vocational high schools. Journal of Social Studies Education Research, 9(3), 370–397.
   Google Scholar