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There's a Leader in You!: a Critical Mapping Of THERE’S A LEADER IN YOU!: A CRITICAL MAPPING OF LEADERSHIP DISCOURSE IN THE AMERICAN UNIVERSITY By NICOLE CAPRIEL FERRY A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of Teaching and Learning MAY 2018 © Copyright by NICOLE CAPRIEL FERRY, 2018 All Rights Reserved © Copyright by NICOLE CAPRIEL FERRY, 2018 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of NICOLE CAPRIEL FERRY find it satisfactory and recommend that it be accepted. Pamela Bettis, Ph.D., Chair John Lupinacci, Ph.D. Pamela Thoma, Ph.D. Nishant Shahani, Ph.D. ii ACKNOWLEDGMENTS I want to thank the members of my dissertation committee, Dr. Pam Bettis, Dr. John Lupinacci, Dr. Pam Thoma, and Dr. Nishant Shahani for their patience, time, knowledge, and constant support. You all continually motivated me to push my thinking further. I am especially indebted to Dr. Bettis, my Dissertation Chair, who was always willing to take the time to listen to my stresses and worries throughout the process. Your emotional labor does not go unappreciated! Thank you to Eric Guthey, as well, for your encouragement and unending belief in the work that I do. I want to thank the Graduate School at Washington State University for awarding me the Dissertation Year Fellowship. This work would not have been possible without the financial support that gave me the time and space to bring this project to its fullest potential. I am also grateful for all my colleagues, friends, and family who have wholeheartedly supported my work and being throughout graduate school. Shannon Gleason, Matthew Jeffries, Sarah Sevedge, Ashley Boyd, and Jonathan Torres, writing and working with you has been one of the most rewarding and fulfilling parts of my graduate experience. You are all so smart! Eric Reiter, Ryan Harrison, and Tamara Crooks, thank you for always checking in on me and providing words of encouragement. You made me feel like I could accomplish anything in my most unmotivated moments. I want to thank Humberto Cerrillo for making me food and making me laugh throughout the dissertation process. You showed incredible patience and love when I was grumpy about writing and always reminded me that I was capable of accomplishing this project. Dad, your enthusiasm for the work that I do and your willingness to always listen to my rants has made me feel loved and valued (DrFerrytotheFinish!). And to my mom, who inspires me with all she has accomplished, thank you for your constant support, care, concern, and love. We did this education journey together! iii THERE’S A LEADER IN YOU!: A CRITICAL MAPPING OF LEADERSHIP DISCOURSE IN THE AMERICAN UNIVERSITY Abstract by Nicole Capriel Ferry, Ph.D. Washington State University May 2018 Chair: Pamela Bettis Leadership development is a prominent focus of U.S. higher education in the 21st century. Overwhelmingly, contemporary theories of leadership suggest that everyone can be a leader given enough training, and leadership research has largely concentrated on identifying the specific processes or behaviors of leaders to improve leadership development efforts. In contrast, this dissertation research proposes a critical examination of the ‘everyone-can-be-a- leader’ model as an ostensibly inclusive approach and looks at how such meritocratic narratives may legitimate and normalize systemic inequality and inequities. Considering a socio-political- economic and historical understanding of leadership—with special attention to the rise of the neoliberal moment—this dissertation uses several strategies of Critical Discourse Analysis to map leadership within the university. The methods used include: (a) analysis of personal narratives and participant observation; (b) critical historiography of popular leadership development texts and practices; and (c) thematic readings of documents, field notes, and archival materials. Drawing on queer, feminist, and poststructural scholarship, this qualitative dissertation highlights how commonsensical ideas of leadership, and the notion of ‘leader,’ are constrained by discourses of race, gender, sexuality, and ability. With findings that current iv dominant leadership practices are advancing masculinist, white, and heteronormative theories of leadership, this dissertation suggests that contemporary practices of leadership may individualize, discriminate against, and exclude historically marginalized students, rather than politically mobilize all students toward the democratic, equitable, and socially just aims higher education seeks to cultivate. v TABLE OF CONTENTS Page ACKNOWLEDGMENTS ............................................................................................................. iii ABSTRACT ................................................................................................................................... iv TABLE OF CONTENTS ............................................................................................................... vi LIST OF FIGURES ........................................................................................................................ x DEDICATION ............................................................................................................................... xi CHAPTERS CHAPTER ONE: THE LEADERFULL MOMENT .......................................................... 1 Problem Statement and Purpose of the Study ................................................................. 6 Research Questions ..................................................................................... 9 Theoretical Framework: Queer Feminist Poststructuralism ......................................... 10 Summary of Methodology ............................................................................................ 11 Personal Narrative and Observations ........................................................ 14 Critical Historiography ............................................................................. 15 Close Reading and Thematic Analysis ..................................................... 16 Significance of the Study .............................................................................................. 16 Terminology and a Few Clarifications ......................................................................... 18 Summary of Chapters ................................................................................................... 19 CHAPTER TWO: WHAT IS LEADERSHIP? A QUEER FEMINIST POSTSTRUCTURAL INTERPRETATION.................................................................... 21 Queer Feminist Poststructuralism ................................................................................. 24 Poststructuralism ....................................................................................... 24 vi Feminist Poststructuralism ........................................................................ 27 Queer Theory ............................................................................................ 29 Queer Feminist Poststructuralism ............................................................. 31 Discourse....................................................................................................................... 33 Creating the Leadership Reality................................................................ 34 Discourses as Historical and Contextual................................................... 36 Filling the Empty Signifier: Power/Knowledge and Ideology ..................................... 37 Contingent Meaning and Power................................................................ 39 Ideology .................................................................................................... 42 Subjectivity, Difference, and Identity ........................................................................... 50 Constituted By and Constituting Of .......................................................... 57 Conclusion .................................................................................................................... 59 CHAPTER THREE: THE LEADERSHIP ARCHIVE .................................................... 61 Constituting the Leadership Archive: Following, Wandering, and Hoarding .............. 64 The Spaces and Places of Leadership ....................................................... 65 The Best Archivist is the Best Hoarder..................................................... 69 Shrinking the Archive ............................................................................... 71 Disentangling the Archive ............................................................................................ 73 Approaches of CDA .................................................................................. 73 Discussion and Conclusion ........................................................................................... 80 CHAPTER FOUR: MAKING EVERYONE A LEADER: THE RESPONSIBILIZED INDIVIDUAL IN THE NEOLIBERAL MOMENT ........................................................ 83 Making Leadership for Everybody ............................................................................... 88 vii Management’s Identity Crisis ................................................................... 88 Partners in Crime: Making Student Leaders in the Neoliberal University 99 ‘It’s a mindset:’ Creating an Industry through
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