Hyphenated Leader Identities in Higher Education

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

Abstract

Objective
This autoethnography delves into the unique experiences of a Japanese-American, first-generation woman higher education leader. It investigates the concept of hyphenated identities, self and other identities in leadership are negotiated to form a hybrid identity. The theoretical framework guiding this study is a Third Space theory that overlays the author’s multiple hyphenated identities within the contexts and dominant cultural norms of leadership spaces in the academy. The presentation contributes to the existing literature on leadership pathways in higher education, offering a unique perspective of what a leadership trajectory looks like for those with deep roots in ethnic cultural and gendered norms and how these perspectives contribute to negotiating expectations of a higher education leader. At a time when the climate in higher education is challenged by censorship of free speech, threats to academic freedom, and the dissolution of DEI initiatives, this presentation reminds leaders that they and those they serve have a story to tell and that these lived experiences contribute to the greater good of their community. This approach supports leading with authenticity, humility, and integrity to enact equity and justice.
Theoretical Framework
Third Space Theory (Bhabha,1994) deconstructs the binary of self and other, colonized and colonizer, colonial and post-colonial by introducing a hybrid space resulting from the comingling of cultures, shifting the dynamics of power and authority. Through the negotiation of identities and experiences, the hybrid space exists absent the colonizer as sole authority, allowing for the marginalized voices and perspectives of others to co-exist or perhaps subvert the dominant colonial voice. This hybrid orientation is applied to this autoenthography providing valuable insights into the personal and professional challenges faced by minoritized women 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.
Methods/Data Sources
The presentation employs autoethnography, a phenomenological approach using the presenter’s experiences to describe and critique the leadership trajectory. Data sources include conversational engagement, artifact analysis, journaling, field notes, thematic analysis, description, context interpretation, and storytelling. This multipronged approach aims to paint a comprehensive picture of the presenter’s experience as an East Asian woman leader in higher education.
Conclusion
A key takeaway from this presentation is that the leadership trajectory of a Japanese-American woman gives rise to a hybrid space in which ethnic and gendered roots in Confucian humility inform beliefs and practices of what it means to lead for the common good.
By exploring the unique experiences and perspectives of a Japanese-American woman leader in higher education, this presentation underscores the importance of recognizing and valuing diverse leadership styles. The complexity of identities and lived experiences that emerge from the third space of minoritized women leaders contributes to a broader understanding of leadership dynamics in diverse contexts, highlighting the significance of cultural and gender identities in shaping leadership. This recognition is crucial for promoting inclusivity and equity in higher education leadership.

Author

• Sumi Hagiwara, Montclair State University