The nail that sticks out AND gets hammered down: East Asian female leader identity in higher education

• In Event: Leading From the Third Space: Pathways to Authentic DEI College of Education Leadership

Abstract

This paper utilizes an autoethnography that depicts the “nail” existing as self and other in this reflective analysis of leadership as a third-space (Bhabha, 1994). The theoretical frame begs the question: should the nail (the othered self) be hammered down for conformity’s sake? This autoethnography examines the complex experiences of an East Asian-American, first-generation, female higher education leader. Using third-space theory as a framework to understand identity negotiation and leadership characteristics, I explore the co-existence of ‘self and ‘other’. The paper aims to identify constructive forces for female East Asian leaders in higher education, analyzing how gendered and ethnic identities are negotiated and renegotiated through reflexive praxis.
Theoretical Framework
For many minoritized women, rising into leadership includes experiences that inform our hyphenated identities. For an Asian American, first-generation female leader, experiences of becoming and being a leader are described in this paper using Third Space Theory, which argues that every individual is a hybrid of identity characteristics. Social and cultural cues of knowledge contribute to the experiences and sense of exclusion/inclusion such that one’s identity is neither “here nor there” in leadership spaces (Moll et al., 1992; Sanchez-Hucles, & Davis, 2010).
The author examines how cultural identity, colonization, and the evolution of how self-identity and culture are negotiated with an imposed culture, thus existing in-between first and second spaces (Bhabha, 1994). The negotiated identity exists in a hybrid that serves as a bridge between the first and second spaces, insider and outsider identities (Jordan, & Elsden-Clifton, 2014).
Data and Methods
The study employs autoethnography, a phenomenological approach using the researcher's personal experiences to describe and critique the leadership trajectory (Poulos, 2021). Data sources include conversational engagement, artifact analysis, journaling, field notes, thematic analysis, description, context interpretation, and storytelling. This multipronged approach aims to reveal the researcher's experience as a female East Asian leader in higher education.
Significance
The study identifies three constructive third-space forces for female: 1)leading with humility; 2)human-first leadership; and 3)discovering authenticity. These findings are particularly significant in the current higher education landscape, which faces challenges such as censorship of free speech, threats to academic freedom, and the dissolution of DEI initiatives. The research emphasizes a critical human-first approach in leadership, reminding leaders to center their work on people. This approach encourages leaders to enact equity and justice while leading with authenticity, humility, and integrity.
By exploring the unique experiences and perspectives of East Asian-American female leaders in higher education, this study contributes to a broader understanding of leadership dynamics in diverse contexts. It highlights the importance of recognizing and valuing diverse leadership styles and experiences, particularly those shaped by cultural and gendered identities.
Conclusion
The autoethnographic approach provides valuable insights into the personal and professional challenges faced by minoritized leaders, offering a nuanced perspective on leadership development and practice. By sharing these experiences, the study aims to foster greater awareness and inclusivity in higher education leadership, ultimately contributing to more equitable and effective institutional governance.

Author

• Sumi Hagiwara, Montclair State University