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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 0009-0000-1054-5109), Carrie Lynn Morris (ORCID 0009-0005-3065-0033)
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
FullText Text:
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  Data: Amplifying Women's Voices in Educational Leadership: A Third Space Approach
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  Label: Language
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Nicole+A%2E+Pierce%22">Nicole A. Pierce</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-1054-5109">0009-0000-1054-5109</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carrie+Lynn+Morris%22">Carrie Lynn Morris</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-3065-0033">0009-0005-3065-0033</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Administration%22"><i>Journal of Educational Administration</i></searchLink>. 2026 64(2):234-248.
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  Data: 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
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  Data: Y
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  Data: 15
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Administrators%22">Women Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Bias%22">Gender Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Administration%22">Educational Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Racism%22">Racism</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Education%22">Administrator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Justice%22">Justice</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Videoconferencing%22">Videoconferencing</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Qualities%22">Leadership Qualities</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Influences%22">Social Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Influences%22">Political Influences</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink><br /><searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
– Name: DOI
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  Data: 10.1108/JEA-01-2025-0031
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0957-8234<br />1758-7395
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1507783
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        Value: 10.1108/JEA-01-2025-0031
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      – Text: English
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      – SubjectFull: Females
        Type: general
      – SubjectFull: Women Administrators
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Gender Bias
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      – SubjectFull: Educational Administration
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      – SubjectFull: Communities of Practice
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      – SubjectFull: Videoconferencing
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      – SubjectFull: Leadership Qualities
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