This article focuses on three professors from Midwestern University and how their intentions to encourage women to see themselves as leaders play out in their respective classrooms. Through educational connoisseurship and criticism we describe and interpret the ecological impacts of professor intentions in promoting women as leaders. To this end, we find the professors realize these intentions by the way in which they care for their students. In caring for their students, the professors take an “always loved by never entitled” approach, where they balance building a sense of support and confidence among their students with an understanding that leaders are forged through dedication and a willingness to speak up. It is recommended for professors and high education institutions to consider how implicit curricula could help in developing leadership qualities in women and other historically underrepresented populations.
Women in Leadership, Implicit Curriculum, School Ecology
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Conn, D. R., & Billy, R. J. (2017). Always Loved but Never Entitled: Professor Intentions to Promote Leadership in Women. The Qualitative Report, 22(5), 1315-1329. Retrieved from http://nsuworks.nova.edu/tqr/vol22/iss5/10