Date of Award
Culminating Project Type
Higher Education Administration: Ed.D.
Educational Administration and Higher Education
School of Education
Dr. Jennifer Jones
Dr. Emeka Ikegwuonu
Dr. Rachel Friedensen
Dr. Rand Park
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
Gender Identification, Leadership Traits, Leadership, Two-Year
This quantitative cross-sectional study examines the way in which leaders of two-year, public institutions perceive their gender identification influences the way they are able to demonstrate leadership traits. The study is founded in social identity theory, first introduced in 1979 by Tajfel, which helps to evaluate whether members of a group (leaders) assimilate to specific traits in order to be accepted and valued by their peers. The findings show that overall leaders identifying as women and those identifying as men perceived no difference in how their gender identification impacts their ability to display specific leadership traits to supervisors, peers, or subordinates. The study did find that there is a perceived difference in gender identification influencing how the respondents lead.
Keywords: Gender Identification, Leadership, Two-Year, Higher Education, Leadership Traits
Turner-Rush, Kimberley, "Self-Perception of Gender Influence on Leadership in Two-Year, Public Institutions of Higher Education" (2023). Culminating Projects in Higher Education Administration. 66.