#LeadingMamas: A Visual Ethnography

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dc.contributor.advisorNelson Baray, Sarah
dc.contributor.advisorWerner, Patrice
dc.contributor.authorBaker, Sarah J.
dc.contributor.committeeMemberAidman, Barry
dc.contributor.committeeMemberJacobs, Jennifer
dc.date.accessioned2019-01-15T19:17:54Z
dc.date.available2019-01-15T19:17:54Z
dc.date.issued2016-12
dc.description.abstractThis study begins to fill the void of the challenges women who are mothers face while being an educational leader. Using an emergent feminist post-structural method, this study explores how women who identify as educational leaders and mothers negotiate these identities in their everyday lives. Four participant collaborators employed visual ethnographic methods to create representations of their leader and mother identities and explored the meaning of these representations through focus groups and digital communication tools (Instagram, texting, and Facebook). The findings support other studies that suggest women struggle to meet the expectations of intensive mothering (Hays 1996). The study also reveals an associated struggle with the expectations of what we call intensive leadership. Leadership and mothering identities are not separate from one other, but rather integrated in the everyday life of women.
dc.description.departmentCounseling, Leadership, Adult Education, and School Psychology
dc.formatText
dc.format.extent211 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationBaker, S. J. (2016). #LeadingMamas: A visual ethnography (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/7834
dc.language.isoen
dc.subjectmothering
dc.subjectschool leader
dc.title#LeadingMamas: A Visual Ethnography
dc.typeDissertation
thesis.degree.departmentCounseling, Leadership, Adult Education, & School Psychology
thesis.degree.disciplineSchool Improvement
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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