Amplifying Women's Voices in Educational Leadership: A Third Space Approach
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| Title: | Amplifying Women's Voices in Educational Leadership: A Third Space Approach |
|---|---|
| Language: | English |
| Authors: | Nicole A. Pierce (ORCID |
| Source: | Journal of Educational Administration. 2026 64(2):234-248. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Females, Women Administrators, Elementary Secondary Education, Gender Bias, Educational Administration, Racism, Administrator Education, Justice, Professional Identity, Communities of Practice, Professional Development, Videoconferencing, Leadership Qualities, Social Influences, Cultural Influences, Political Influences |
| Geographic Terms: | California, Texas, North Carolina |
| DOI: | 10.1108/JEA-01-2025-0031 |
| ISSN: | 0957-8234 1758-7395 |
| Abstract: | Purpose: This study aims to illuminate how women educational leaders can utilize third spaces to resist hegemonic leadership norms, engage in critical identity reflection and enact antiracist leadership practices within K-12 districts and schools located in the United States. Design/methodology/approach: The authors employed a comparative qualitative design to examine two participatory action research studies they respectively led, which utilized similar community learning exchange processes in contrasting racialized and sociocultural contexts. Findings: Despite contextual differences, both studies found that third spaces facilitated participants' ability to: (1) create safe spaces for learning and connection, (2) reflect on sociocultural and sociopolitical identity and (3) enact forward-looking conceptions of educational leadership. Practical implications: The findings from this comparative study suggest a promising new professional learning modality for K-12 women educational leaders and possibly other marginalized groups. Originality/value: Although third spaces have been applied in various contexts, the authors found limited applications in educational leadership professional learning spaces. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1507783 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to illuminate how women educational leaders can utilize third spaces to resist hegemonic leadership norms, engage in critical identity reflection and enact antiracist leadership practices within K-12 districts and schools located in the United States. Design/methodology/approach: The authors employed a comparative qualitative design to examine two participatory action research studies they respectively led, which utilized similar community learning exchange processes in contrasting racialized and sociocultural contexts. Findings: Despite contextual differences, both studies found that third spaces facilitated participants' ability to: (1) create safe spaces for learning and connection, (2) reflect on sociocultural and sociopolitical identity and (3) enact forward-looking conceptions of educational leadership. Practical implications: The findings from this comparative study suggest a promising new professional learning modality for K-12 women educational leaders and possibly other marginalized groups. Originality/value: Although third spaces have been applied in various contexts, the authors found limited applications in educational leadership professional learning spaces. |
|---|---|
| ISSN: | 0957-8234 1758-7395 |
| DOI: | 10.1108/JEA-01-2025-0031 |
