Andrea Gallant denotes the symbolic interactions and the development of women leaders in higher education. Women have always been under-represented in the leadership of higher education leading to a global phenomenon. The research was done from the participation of eight women who participated in semi-structured interviews. The issue of gender under-representation in higher education has caused global attention, which has led to various actions to be taken ( Gallant, 2014) . In addition, there has been gender inequality in the workplace, especially on the issue of unequal pay.
The analysis from the eight women indicated the ambiguity and contradiction that underpins leadership in women ( Gallant, 2014) . However, the analysis denoted that women leaders focus on effective communications and nurture relationships. Moreover, it was identified that men leaders have harder skills while women exhibited soft skills. However, there is a problem associated with soft skills where women leaders are expected to nurture while men should be aggressive, therefore leading to gendered thinking ( Gallant, 2014) . Moreover, introducing leadership programs such as the social organization and functioning of institutions are beneficial to women since it makes them better leaders. Also, more leadership programs should be introduced to help create equal opportunities at the workplace as well as enhance the ability to appraise leadership in organizations.
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The topic connects to chapter 8 of the class readings about gender in communications since it provides an overview of how women should exhibit efficient communication skills to help them become better and effective leaders. I, therefore, believe that the article is important since it raises the various issues affecting women in leadership. By studying the article and course material, an individual is able to appreciate the need to enhance gender equality and leadership at the workplace.
Reference
Gallant, A. (2014). Symbolic interactions and the development of women leaders in higher education. Gender, Work & Organization , 21 (3), 203-216.
