Farmwomen in the Academy: Rurality and Leadership in Higher Education

Autor/inn/en	Enke, Kathryn A. E.; Zenk, Leslie R.
Titel	Farmwomen in the Academy: Rurality and Leadership in Higher Education
Quelle	In: International Journal of Leadership in Education, 24 (2021) 5, S.653-669 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Enke, Kathryn A. E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2019.1690703
Schlagwörter	Rural Areas; College Faculty; Rural Schools; College Administration; Administrator Role; Women Administrators; Administrator Attitudes; Work Ethic; Professional Identity; Higher Education; Educational Research; Autobiographies; Ethnography + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Fakultät; Rural areas; School; Schools; Schule; Schulen; College administrators; Hochschulverwaltung; Weibliche Führungskraft; Arbeitsethos; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsforschung; Pädagogische Forschung; Autobiography; Autobiografie; Autobiographie; Ethnografie
Abstract	Using collective biography, this paper examines the ways that rural identity mediates the leadership of two women working as administrators in higher education in the United States. We, the authors, examine our own leadership, as college administrators raised in rural environments, and seek to describe how the notion of rurality manifests in our administrative roles. Our collective biography reveals that rural identity influences our definitions of home, fear of irrelevancy, relationships with others, and work ethic. At the same time, our interesting identities as rural, women leaders are fluid and constantly shifting, manifesting themselves in both implicit and explicit ways. As women from rural America, we find our own geographic identities under-researched and under-theorized within our own field. This research bridges the gap between the intellectual work we do, the identities we hold, and the physical spaces we inhabit, addressing a void in current higher education research and providing an opportunity to weave our scholarship with practice for leaders in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01