Abstract
Purpose. This research was designed as a descriptive and comparative study of feminist leadership characteristics in women's centers and women's studies programs at Southern California institutions of higher education to determine if there is a relationship between feminist values and feminist leadership. Theoretical framework. The five indicators of feminist leadership ideology that provided the theoretical framework are: (a) nonhierarchical, democratic, and participatory organizational structures with shared decision making; (b) internal procedures for handling conflict; (c) information and skills sharing; (d) a supportive work environment; and (e) a commitment to diversity. Methodology. Two questionnaires were utilized to survey women's centers and women's studies directors/chairs from all four segments of higher education in Southern California. The final sample consisted of fifty-four directors/chairs with forty-three responding for an 80 percent return rate. T-tests, chi-square, and Cramer's V were computed. Comparisons were made on the directors/chairs' demographic information, feminist identification and perspective, and the extent that distinct feminist leadership approaches were practiced. Findings. The results of this study confirmed the presence of feminist leadership characteristics in some women's centers and women's studies programs at Southern California universities and colleges. Sixty-five percent of women's center directors and 95 percent of women's studies directors/chairs reported that feminist philosophy influences their leadership and practice all or most of the time. Conclusions and recommendations. This study showed that some components of feminist leadership are practiced at campus women's centers and women's studies programs. These centers and programs are subject to institutional constraints, which may hinder them from fully incorporating a feminist point of view. If there is real commitment to women's equality, campus administrators must ensure that their plans include supporting these centers and programs to provide the special services women need in higher education. To further increase the body of knowledge, research to specifically probe the feminist reconceptualization of power is recommended.