MAKING SENSE OF GENDERED COMMUNICATION EXPERIENCES OF FEMALE SENIOR STUDENT AFFAIRS OFFICERS

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dc.contributor.advisor Lucas, Chris
dc.contributor.author Mitchell, Leslie
dc.contributor.department Educational Administration
dc.date.accessioned 2021-02-08T21:18:25Z
dc.date.available 2021-02-08T21:18:25Z
dc.date.issued 2020
dc.description.degree Ph.D.
dc.identifier.uri http://hdl.handle.net/10125/73331
dc.subject Education
dc.subject Educational administration
dc.subject Gendered Communication
dc.subject Higher Education
dc.subject SSAO
dc.title MAKING SENSE OF GENDERED COMMUNICATION EXPERIENCES OF FEMALE SENIOR STUDENT AFFAIRS OFFICERS
dc.type Thesis
dcterms.abstract This research utilizes an Interpretive Phenomenological Analysis design to investigate female senior student affairs officers (SSAOs) as they experience and implement gendered communication practices in the higher education workplace. Research regarding female SSAO interactions are absent from discourse on gendered communication and no comprehensive studies on the effect or use of gendered communication environments have been completed. This research addresses the following questions: How do female SSAOs make sense of their gendered communication practices and experiences? How do the perceptions of the female SSAO’s communication practices impact their experiences? Through completing a pre-interview reflection, personal and professional demographics survey, and open-ended interview, 18 female SSAO participants shared their experiences and implementation of gendered communication. Findings show that female SSAOs fluidly use both masculine and feminine communication attributes, are recipients of negative gendered communication and gender-based microaggressions, establish connections with their female identity through communication, and are highly reflective professionals regarding their personal and professional communication.
dcterms.extent 202 pages
dcterms.language en
dcterms.publisher University of Hawai'i at Manoa
dcterms.rights All UHM dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.type Text
local.identifier.alturi http://dissertations.umi.com/hawii:10825
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