Performing and defying gender

An exploration of the lived experiences of women higher education administrators in sub-Saharan Africa

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

The purpose of this phenomenological study was to explore the life and career paths of women higher education administrators in sub-Saharan Africa. Specifically, the study sought to interpret the women’s experiences and identities, through the framework of intersectionality and gender performance, as ones that contributed to advancement within contexts traditionally barred to women. This research illustrates commonalities among the participants, elucidating the faith, family, and education as common constructs in their experiences and as mechanisms that propelled career trajectories. A major finding of the research is that the participants both preformed gender and defied it through the enactment of gender norms and personal agency, creating a threshold for their professional achievement in highly gendered cultures and institutions.

Original languageEnglish (US)
Pages (from-to)835-850
Number of pages16
JournalEducational Management Administration and Leadership
Volume42
Issue number6
DOIs
StatePublished - Nov 12 2014

Fingerprint

gender
career
education
experience
intersectionality
faith
performance
Sub-Saharan Africa
Education
Faith
Career paths
Intersectionality
Trajectory
Commonality
Enactment

All Science Journal Classification (ASJC) codes

  • Education
  • Strategy and Management

Cite this

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