Tomorrow's Female Leaders Making Sense of Their Gender Roles through Active Literacies
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| Title: | Tomorrow's Female Leaders Making Sense of Their Gender Roles through Active Literacies |
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| Language: | English |
| Authors: | Christine Woodcock |
| Source: | Educational Planning. 2026 33(1):95-111. |
| Availability: | International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Females, Sex Role, Adolescents, Critical Literacy, Leadership, Reading Habits, Writing (Composition), Information Technology, Gender Identity, Technological Literacy, Mental Health |
| ISSN: | 1537-873X 2998-7067 |
| Abstract: | This case study sheds light on the reading and writing practices of Gen Z girls and how their literacy plays a role in their understanding of gender identify formation, leadership development, and their social awareness. The Listening Guide was combined as a method of analysis with youth participatory action research in the form of autoethnography. Participants were positioned as "adolescent scholars" who actively shared their personal literacy artifacts as evidence of ways that they emphasize their relationships with friends, as well as non-binary, expansive views on gender, and for more attention to be paid to mental health concerns in their schools and in their generation. Critical literacy played a role in its ties to leadership development, and the ways in which active literacy projects can play a role in youth's understanding of gender and other aspects of identity. Implications include ways for schools to integrate students' voices, agentive leadership, and active literacies in educational planning and research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500527 |
| Database: | ERIC |
| Abstract: | This case study sheds light on the reading and writing practices of Gen Z girls and how their literacy plays a role in their understanding of gender identify formation, leadership development, and their social awareness. The Listening Guide was combined as a method of analysis with youth participatory action research in the form of autoethnography. Participants were positioned as "adolescent scholars" who actively shared their personal literacy artifacts as evidence of ways that they emphasize their relationships with friends, as well as non-binary, expansive views on gender, and for more attention to be paid to mental health concerns in their schools and in their generation. Critical literacy played a role in its ties to leadership development, and the ways in which active literacy projects can play a role in youth's understanding of gender and other aspects of identity. Implications include ways for schools to integrate students' voices, agentive leadership, and active literacies in educational planning and research. |
|---|---|
| ISSN: | 1537-873X 2998-7067 |
