The aim and motivation for The SoJo Journal is to publish essays examining contemporary educational and social practices in education, from a critical perspective. The peer-reviewed journal’s vast audience includes K-12 teachers and educators, social activists and higher educational leaders worldwide. Educators are specifically marketed for teacher education programs embracing the intellectual work of various editorial members and contributors. The journal is renowned for its commitment to social justice change while promoting equity both inside and out of K-16 schools. This special issue of the journal entitled, “Leading While Woman—Challenges, Mazes, Labyrinths, and Glass Ceilings” examines studies which include conceptual, theoretical, philosophical and policy analysis essays incorporating the unique experiences of leaders who identify as women. Thematically and to begin, authors explain the overarching need for reexamining what it means to be women leaders in educational settings based on preconceived notions and biases. Second, they recognize the importance of mentorship, even though mentors are often difficult to attain resulting in the need for new strategies. Third, authors identify the need for establishing distinctive tactics for maneuvering through the labyrinth of barriers faced by women.
The critical relationship regarding gender diversity and social justice drives this special issue. In terms of history, research has suggested leading as a woman is complex as a result of several factors which contribute to inequity women face in educational leadership. Several societal variables are discussed among research articles in this journal including gender bias, family and home-life structure, academic culture and systemic oppression; all contributing to the negative effects of progressive leadership in traditional educational settings. As suggested by (Eagly & Carli, 2009), the proverbial “glass ceiling” has been disrupted based on a common (relatively new) realization that women are as capable as men are to lead in higher education roles.
Being a woman in a leadership role during strenuous times often entails making decisions which may ultimately pose as high risk to their professional, personal, ethical, and political spheres. These risks can vary depending on factors such as political administration and current events. However, the results of decisions and communication strategies can significantly alter the experience and state of the University community in its entirety. Mentorship is often thought of as being a critical component to the success of individuals who climb the ranks into leadership roles. Unfortunately, there is an overall occurrence of lack of mentors who aid in the growth and development of women leaders. It is difficult to find mentors who take on these important roles and women are often left disappointed and are left needing to expand their reach for mentors. Some of the ways they accomplish this are by utilizing peer mentoring and/or identifying mentors in different areas or institutions. Additionally, there is oftentimes an awakening to the phenomenon of what it means to be a woman and how it may impact educational leadership experiences. The phenomenon includes many factors from the selected means of expression that are utilized in widespread communication to the tactical implementation of impactful processes. The balancing of act and navigation through an individual’s intersectionality is also a realization of the absence or insufficiency of support from colleagues, particularly among women.
Adding to the complexity of work-life balance outlined in the labyrinth metaphor, authors in this journal outline, from a critical perspective, how it is important to understand the barriers that women experience in regard to working with other women, in addition to navigating the gender biased space in higher education leadership. Some of the examples consist of women putting on a false front of support both internally and externally. Navigating these occurrences is necessary for women to overcome and succeed. Methods utilized within research pertaining to women should expand beyond traditional means to include cultural and relevant strategies. These can include qualitative methods such as collaborative autoethnographies, duoethnographies, and testimonios among others. Utilizing diverse methodologies can account for the understanding of the lived experiences of diverse women.
Derived from the labyrinth metaphor, which details the broader picture and complexity of work-life balance (Martin, 2007), this issue directly addresses an array of distinctive strategies that are frequently utilized in overcoming barriers faced by women leaders. These barriers are varied and include several accompanying tactics. For example, some women leaders find it necessary to mitigate risks which greatly influences their job performances, while others learned to self-advocate for their own needs and advancements due to lack of support. Some find it important to rethink theoretical frameworks, and others sought to create a revolution with reflection and change among more. The actions that women take to overcome the labyrinth of these barriers are often diverse and transformative according to the particular roadblock.
