[SINGLE-SEX SCHOOLS FOR AFRICAN AMERICAN MALES]

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Acknowledgement

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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Abstract

This paper aims to investigate the relationship between gender and male leadership styles in a single-sex academic institution in America. Essentially, a qualitative research approach that utilised a single case-study methodology was adopted. As part of this research, seven in-depth semi-structured interviews were conducted with senior managers of the all-Male's African American academic institution. Evidence suggests that the interviewed male leaders of XYZ College are inclined to adopt stereotypical attributes of feminine qualities of leadership. They also tend to prefer a democratic, interpersonally-oriented and transformational style rather than autocratic, task-oriented or transactional style of leadership. In essence their leadership styles seem to agree - to a large extent - with the mainstream view on Males ways of leading. Despite the depth and richness of collected data, this research - as with all case studies - suffers from a limited ability to generalise the findings due to small sample size. It could thus be of interest for future quantitative-based research to test the findings and propositions of this research on a representative set of single-sex academic institutions in order to determine whether their leaders are trapped in stereotyped visions of leadership. Various studies have examined the relationship between gender and leadership styles in educational establishments. In this regard, the paper argues the need and relevance of considering single-sex academic institutions, a perspective that has not yet received sufficient attention in the educational leadership literature.

Table of Contents

CHAPTER 1: INTRODUCTION6

Statement of the Problem6

Purpose of the Study6

The research questions/Hypotheses6

Significance of the study7

Background7

Single-Sex Schools13

REFERENCES25

APPENDIX34

Chapter 1: Introduction

Statement of the Problem

This study helps understanding of workplace experiences of UK black professionals beyond entry level. Several years after graduation, they still engage frequently in identity work, facing stereotyping and expectations based on intersecting gender and ethnic social categories. The paper shows how aspects of “black identity” provide a resource that supports career progress. Main limitation is small sample size.

Purpose of the Study

This paper aims to investigate the relationship between gender and male leadership styles in a single-sex academic institution in America. Essentially, a qualitative research approach that utilised a single case-study methodology was adopted. As part of this research, seven in-depth semi-structured interviews were conducted with senior managers of the all-Male's African American academic institution.

The research questions/Hypotheses

Do People managing diverse professionals and HRM specialists need to recognize how much identity work?

Does Ethnicity, gender and their intersection play important roles in identity construction of black UK professionals, who frequently encounter identity-challenging situations as they interact with explicit and implicit models of race and stereotyping?

Significance of the study

People managing ...