Rural Women in Leadership. Lori Ann McVay
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that must be addressed. Nevertheless, they are also limited in their potential to positively impact the situation of rural women aspiring to, or serving in, leadership positions. For many of these women, this negative focus may contribute to a feeling of frustration. It leaves unanswered the question of how they are to address and overcome negative issues, and leaves unrecognized the existing resources with which to do so. In considering these points, two important gaps in extant literature become quite obvious: a low number of studies focusing on rural women in leadership, and a nearly complete lack of studies identifying and examining positive factors contributing to rural women’s leadership development.
Addressing the Gaps: Conducting Research
This research addressed the gaps identified above in two ways: by providing insight into the developmental processes of rural women leaders; and – most distinctively – through the identification of positive factors beneficial to their leadership development. As noted above, the focus on positive factors provided a means of exploring the contexts in which rural women can – and do – overcome barriers on their journey to leadership. It also served as a tool for the recognition and affirmation of rural women leaders’ powerful role as proactive change agents in their homes, communities and beyond. Interviews loosely structured around participants’ life stories addressed the following areas: personal and community identities, family and community relationships, leadership role models and mentors, education, religion, and leadership experiences within organizations. In addition to inquiries into their personal leadership journeys, the women were also asked what advice they would give rural women aspiring to leadership, and what type of support they would like to see aspiring leaders receive.
Analysis
Analysis was undertaken utilizing the ‘Listening Guide’ as developed by Brown and Gilligan and expanded in the 2003 work: ‘On the Listening Guide: A Voice-Centered Relational Method’ (Gilligan et al., 2003). In order to identify the Key Factors facilitating the development and acquisition of leadership skills among women leaders from rural areas of Northern Ireland, analysis of the women’s narratives incorporated listening for the entire range of positive factors they voiced as significant. Because the ‘Listening Guide’ is a voice-centred relational method, each of the interviews was transcribed in the ‘naturalistic’ mode (Oliver et al., 2005), including verbal starts and stops and vocalized emotional responses such as laughter and sighs.2 Gilligan et al.’s method of analysis required multiple ‘listenings’ (2003, p. 159) to the transcripts in order to identify the various ‘contrapuntal’ (Gilligan et al., 2003, p. 164) voices present in individual transcripts and to hear the relationships among those voices through the recognition of their points of harmony and dissonance.
Overview
Chapter 1 offers an in-depth review of literature germane to the current situation of rural women leaders in Northern Ireland. It opens with a discussion of gender identities, relations and roles from the broad perspective of women’s studies, followed by a more narrowly focused discussion on rural women’s experiences of gender identities, relations and roles, with special attention given to the unique position of farm women. The chapter then addresses organizations and organizational constraints to rural women’s attainment of leadership positions. Subsequently, a brief sociological analysis of leadership is presented. This includes an overview of literature on women in leadership, and culminates with literature concerning rural women in leadership.
The methodological and theoretical underpinnings of the research are revealed in Chapter 2, including the details of the research design and profiles of participants. As a qualitative study, semi-structured, in-depth interviews were the primary method of inquiry. Participant observation provided insight into the cultural contexts of the women being interviewed, and the practice of reflexivity acted to highlight the researcher’s voice as it spoke in dialogue with the voices of participants in the interviews and writing up of the findings.
The emergence of findings is rooted in two case studies (Alice and Doreen), presented in Chapter 3. These studies are representative of the full process of analysis. Beginning with Alice and Doreen’s narratives, the presence of the Leader voice was identified in all twenty-two of the transcripts. This allowed for comparison of that voice across transcripts, resulting in the emergence of findings.
Chapter 4 begins with a discussion of External Factors in the participants’ leadership development. This, and subsequent discussions of Internal Factors and Key Factors, provides context for the presentation of each of the factors, which is divided into three major segments: External Factors, Internal Factors and Key Factors. This chapter utilizes an emphasis on the participants’ voices to define, describe and illustrate each of the factors.
The results of this study have significant potential to be applied practically, and to be utilized in the continued development of women leaders from rural areas. It is hoped that this book will be useful in both responding to and generating questions regarding the position of rural women in society and organizations, and that the findings will be of use to the growing body of policy makers concerned with supporting leadership development among rural women. As such, the book concludes with a summary of the findings and recommendations for further research and policy.
1
Situating the Study: A Review of Relevant Literature
Introduction
In the past two decades, sociological research in the West has witnessed a post-structuralist cultural turn that has opened new avenues of research to gender studies (Little and Panelli, 2003). Work influenced by this turn has not been received without criticism, particularly in the area of practical applicability (Cloke, 1997). However, the cultural turn’s contribution to gender studies is evident in its rejection of any essentialist thinking that would lead towards masking differences between people of a given community (Little and Panelli, 2003). Thus, in order to properly introduce the context within which this study’s participants experience their identities as ‘rural’, ‘women’ and ‘leaders’, this review of relevant literature begins first with a discussion of work from the broader realm of women’s studies, narrowing to a more specific exploration of literature on rural and farm women. This is followed by a discussion of organizations and the constraints within which women operate in many organizational milieus, and an addressing of leadership as a sociological concept, including a discussion of the literature on rural women in leadership. Finally, the study is put into context with a portrait of women from rural areas of Northern Ireland.
1.1 Gender
1.1.1 Gender identities and relations
In embracing the resulting ambiguities of identity3 construction and reconstruction that followed from the cultural turn, researchers have been able to uncover a spectrum of shifting – and even multiple (Saugeres, 2002) – gender identities formerly hidden within generalized categories (Bock, 2006). Biology is no longer considered the singular source of gender, with some feminist thinkers having labelled existing ideas of ‘male’ and ‘female’ as arbitrary (McCormack, 1993). Such labelling is understandable, given the fact that women’s ‘nature’ has in the past been used as a source of domination by those who would claim that women’s social roles are prescribed by