Constructing Educational Leadership Development Possibilities through Suda

• In Event: Breaking the Bamboo Ceiling: Advancing Asian Women Leaders in Academia

Abstract

Purpose
This presentation aims to reveal how two Korean American women construct
educational leadership development possibilities through Suda groups in higher education. Suda
offers a platform that connects its members through shared lived experiences. Though varied in-structure and focus, both groups share the common objective of fostering leadership
development among members.
Perspective
This presentation is based on the Suda framework, considering social capital, cultural capital, and transformational leadership. Meacham et al. (2019, 2021) describe the Suda framework as a culturally relevant theoretical framework and research methodology derived from Korean cultural practices. Suda, a traditionally gendered term for Korean women’s conversations, involves deep, meaningful, and emotionally engaging dialogues. It emphasizes the therapeutic, dialogic, and non-hierarchical nature of Suda, fostering a sense of community among participants. This framework challenges mainstream epistemologies by promoting a rhizomatic approach to knowledge production and validation, fostering inclusivity and cultural relevance. Social capital, defined by Bourdieu (1986), refers to the networks of relationships among people in a society, enabling it to function effectively. Cultural capital includes skills, knowledge, and other cultural acquisitions, such as educational or intellectual qualifications. Transformational leadership, introduced by Burns (1978), highlights leaders' roles in inspiring and motivating followers to achieve higher performance levels.
Methods & Data
A qualitative case study methodology was used to collect Suda data. The Seattle Suda group comprises Korean American women faculty at a Jesuit university. The early childhood education Suda group includes researchers from various universities across the United
States. The primary data sources include verbatim transcripts of Suda sessions between the co-
authors and their reflective notes.
Findings
The analysis of the data reveals several key themes.
Community Building and Trust
Both groups emphasized the importance of creating a safe space for sharing experiences and challenges. This trust allowed members to engage in honest dialogues about their professional and personal lives, which was instrumental in their leadership development.
Professional Growth and Opportunities
The Suda groups provided members with access to professional opportunities, including collaborative research projects, grant writing, and conference presentations. These opportunities not only enhanced their professional profiles but also built their confidence as leaders.
Mentorship and Role Models
The presence of mentors and role models within the groups played a crucial role in members’leadership journeys. For instance, Seattle's Suda mentorship model extended to students and members in the community. The early childhood education support network helped members navigate the challenges in predominantly white institutions.
Cultural Identity and Representation
Members found strength and solidarity in their shared Korean American identity. This cultural connection provided a unique support system that was both empowering and validating. It encouraged members to take on leadership roles and advocate for their communities.
Significance
The two case studies highlight how a culturally specific support system contributes to professional and personal growth, particularly for Korean American women in academia.
The presentation highlights how a culturally specific support system contributes to professional and personal growth, particularly for Korean American women leaders in academia.

Authors

• Julie Kang, Seattle University

• Sohyun Meacham, University of Northern Iowa