Women Experiencing Aggression From Women

385 Pages·2017·8.39 MB·English

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Karen Kitchen Briggs
University of San Diego
Follow this and additional works at: https://digital.sandiego.edu/dissertations
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Briggs, Karen Kitchen, "Women Experiencing Aggression From Women: A Mixed Methods Study of How
Women Experience Aggression, How it Impacts Leader Efficacy, and How They Navigate Through it"
(2015). Dissertations. 9.
https://digital.sandiego.edu/dissertations/9
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WOMEN EXPERIENCING AGGRESSION FROM WOMEN:

A MIXED METHODS STUDY OF HOW WOMEN EXPERIENCE

AGGRESSION, HOW IT IMPACTS LEADER EFFICACY, AND HOW THEY

NA VI GATE THROUGH IT

by
KAREN KITCHEN BRIGGS
A dissertation submitted in partial fulfillment of
the requirements for the degree of
Doctor of Philosophy
May2015
Dissertation Committee
Fred J. Galloway, Ed.D., Chair
Lea Hubbard, Ph.D., Member
Robin McCoy, Ph.D., Member
University of San Diego
© Copyright by Karen Kitchen Briggs

All Rights Reserved 2015
ABSTRACT
Despite advancements in education and hiring practices, women are still
underrepresented in leadership roles. Contributing to this challenge is the conflict
between communal expectations for women and agentic expectations for leaders which
can cause some women to doubt their leadership capabilities. While encouragement from
women can build leadership confidence, aggression can weaken it.
This convergent parallel mixed methods study explored the prevalence of female
aggression among women leaders, the effect on leader efficacy, and response strategies.
Women deans at doctoral granting universities were invited to complete an online survey
that included the Negative Acts Questionnaire to assess aggression prevalence, the
Generalized Leader Efficacy Questionnaire to measure leader efficacy, and a survey from
the bullying literature to assess participant responses. Flanagan's (1954) Critical Incident
Technique allowed participants to elaborate on responses with open-ended questions. Of
the 635 women deans invited, 306 (48.2%) participated.
Results showed that 68% of respondents experienced aggression from women.
Closer analysis revealed law deans were more likely to report aggression experiences
while applied science/business deans were less likely. Furthermore, nursing deans and
women who identified as LGBTQ reported more frequent aggression than others.
Greater levels of aggression were also reported when the aggressor was in a higher
position or had the same experience level as the respondent. Findings include the most
common forms of aggression and three theoretical constructs for what respondents
believed contributed to the behavior.
While leader efficacy was negatively affected at the time of the experience, no
statistical difference was found in current leader efficacy between women who
experienced aggression and women who did not. Many women who experienced
aggression, however, felt it ultimately increased their confidence. Additional analysis
revealed age had a mitigating effect on leader efficacy and that African American women
reported higher leader efficacy scores than women of other races. The most frequent
response strategies included internal responses, engaging others, confronting the
aggressor, or leaving the position.
Results from this study provide insight for how aggression may affect women
leaders. Understanding how women experience and navigate through this could help
individuals and organizational leaders better respond when impacted by this behavior.
DEDICATION
This dissertation is dedicated to women pursuing leadership roles. May the
stories shared by the women who participated in this study help you throughout your
journey. Challenge yourself to be patient with women who struggle with your leadership,
remain committed to your ethics, and take care of yourself along the way.
ACKNOWLEDGEMENTS
The process of earning a doctoral degree is a journey of both exciting discoveries
and exhausting effort. This journey would have been a lot more difficult-and a lot less
fun-if it were not for an extraordinary support system. I am incredibly thankful for the
people who have encouraged and supported me over the years.
First, I would like to thank my committee who have both challenged and
encouraged me throughout the dissertation process. Dr. Fred Galloway has been an
advocate from the first day I met him, throughout my coursework, and in conducting this
research. I have never had a professor who was so committed to his students' success
and I am thankful to have gotten to work with him over the past five years. Dr. Lea
Hubbard helped shape me into a qualitative researcher and her persistent encouragement
to "synthesize, synthesize, synthesize" truly strengthened this dissertation. Dr. Robin
McCoy's support and optimism has kept me going through this process and has meant
more than she can possibly know.
When thinking about this program in its entirety, I also want to thank the other
members of our cohort and all of the SOLES faculty and administration whose support
and encouragement have made this process exciting and fun. I especially want to thank
Dr. Nicki Schuessler whose friendship has been one of the greatest gifts of this program.
This research would not be possible without the participation of 306 women deans
throughout the United States. I know their roles require a tremendous amount of time
and energy and I appreciate them taking the time to contribute to this important work.
I also want to thank the women I have worked with who have supported me
throughout my career and who have been wonderful role models for how women can
Vll
advocate for each other, with special acknowledgement to Cyndy Miles, Denise Pandza,
Nenit Wills, Maya Omar, and members of the USD Crew. To the many mentors
throughout my career, especially Dr. Sandra Tracey, Ms. Calista Davis, Dr. Gregory
Pogue, and Dr. David Blake, I am so thankful that you believed in me even in moments
when I questioned myself.
On a personal note, I also want to thank my family-my father, David, for being
my confidante and compass when facing the challenges of leadership roles; my mother,
Wendy, for modeling kindness, sincerity, and strength through her own leadership; and
my sisters, Amy and Christine, for showing me how supportive women can truly be
toward each other. I want to thank my in-laws, Peter and Marilynn, for encouraging me
throughout this academic program as if they were my own parents-I feel so fortunate to
be a part of the Briggs family. I also want to thank my son, Cameron, for helping me to
keep things in perspective and for making me see what really matters in life.
Finally, and most importantly, I want to express my immense gratitude for my
husband, Jeremy, for his love, patience, and commitment throughout this journey. We
have experienced a lot together over the past five years. To have a husband who has been
a true partner and who has supported this process through encouragement, sacrifice of
time together, and love has made me adore him even more than I did before my first
class. Thank you for believing in me.
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TABLE OF CONTENTS

ABSTRACT ............................................................................................................... iv

DEDICATION ............................................................................................................ vi

ACKNOWLEDGEMENTS ....................................................................................... vii

TABLE OF CONTENTS ........................................................................................... ix

LIST OF TABLES .................................................................................................. xviii

LIST OF FIGURES ................................................................................................. xxii

CHAPTER ONE: INTRODUCTION AND BACKGROUND ...................................1

Statement of the Problem ..............................................................................................6

Purpose of the Study .....................................................................................................8

Working Definition ofLeadership ................................................................................9

Research Questions ..................................................................................................... 10

CHAPTER TWO: REVIEW OF THE LITERATURE ............................................. 11

Self-Efficacy, Women and Leadership ....................................................................... 12

Self-Efficacy........................................................................................................ 12

Self-Efficacy and Women ................................................................................... 16

Self-Efficacy and Leadership ..............................................................................21

Leadership and Women .......................................................................................27

Sex role expectations ....................................................................................27

Role expectations for leaders .......................................................................30

Likability versus competence .......................................................................32

Self-Efficacy, Women, and Leadership ...............................................................37

Summary..............................................................................................................41

IX
Competition among Women ...................................................................................... .42

Why Women Compete ....................................................................................... .43

Social identity theory .................................................................................. .43

Hostility from the top: Competition theory and Queen Bees ..................... .45

Hostility from below .................................................................................... 50

How Women Compete ........................................................................................ 51

Effects of Indirect Aggression ............................................................................. 57

Summary.............................................................................................................. 59

The Unique Environment of Higher Education .......................................................... 59

The Academic Environment ................................................................................61

Historical development of higher education culture ....................................61

Academic freedom, tenure, and civil discourse ...........................................63

Key structures and processes that support aggression .................................65

Bullying Behavior in Higher Education ..............................................................69

Prevalence in higher education .....................................................................70

Targets and actors .........................................................................................71

Responses.....................................................................................................72

Bullying and Women in Higher Education .........................................................74

Summary..............................................................................................................77

CHAPTER THREE: METHODOLOGY ..................................................................78

Purpose of the Study ...................................................................................................78

Research Design - A Mixed Methods Approach .......................................................79

Participant Selection ............................................................................................79

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