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From Bill Withers to Beyoncé to Bad Bunny: a Mixtape of Songs That Reflect the Development and Practice of Inclusive Leadership by Women Leaders

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From Bill Withers to Beyoncé to Bad Bunny: a Mixtape of Songs That Reflect the Development and Practice of Inclusive Leadership by Women Leaders University of St. Thomas, Minnesota UST Research Online Organization Learning and Development Faculty/Staff Conference Presentations and Organization Learning and Development Papers Spring 4-29-2021 From Bill Withers to Beyoncé to Bad Bunny: A Mixtape of Songs that Reflect the Development and Practice of Inclusive Leadership by Women Leaders Michelle M. Thom Follow this and additional works at: https://ir.stthomas.edu/celc_ed_old_conf Part of the Education Commons, and the Organization Development Commons From Bill Withers to Beyoncé to Bad Bunny: A Mixtape of Songs that Reflect the Development and Practice of Inclusive Leadership by Women Leaders by Michelle Thom A Dissertation Presented to the Opus College of Business of the University of St. Thomas in Partial Fulfillment of the Requirements for the Degree of Doctor of Education University of St. Thomas 2021 ii UNIVERSITY OF ST. THOMAS We certify that we have read this dissertation and approved it as adequate in scope and quality. We have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Dissertation Committee Dr. Rama Kaye Hart, PhD, Committee Chair Dr. Erica Diehn, PhD, Committee Member Dr, Tonya pton, Committee Member April 26, 2021 Date iii Acknowledgments I dedicate this dissertation to my daughter Isobel Norah Patricia McCafferty, who supported and strengthend me on my journey. She kept me on task by keeping a watchful eye out for distractions (e.g., online shopping, twitter, etc.) and nudging me to get back to work. To my dad, Gene Leo Thom, who passed away before I completed this study. With no college experience himself, I know there were times when he wondered what I was up to and why I was pursuing this, but in his kind and funny way, he continued to ask me “How’s the paper coming along?” I know he would be proud. To my mom, Patricia Anne Thom, who told all 14 of her children that we could do whatever we wanted in life – with some exceptions – and that education would be key to those achievements. Thanks, Mom. To my 13 siblings – Debbie, Anne, Jeanine, Bob, Lori, Jerry, Jim, Janet, Jody, Joe, David, Brenda, and Theresa. Thanks for being there. I love you characters. My utmost gratitude goes to my dissertation committee. To my chair, my teacher, and my friend Dr. Rama Hart. Thank you for challenging me, for encouraging me, and for never allowing me to think that I could not take a wild idea and turn it into a dissertation. To Drs. Erica Diehn and Tonya Hampton, my committee members. Thank you for being a source of support and for reminding me that “you’re right where you should be” in this process. To my dear friend and classmate Dr. Patricia Conde-Brooks. I cannot thank you enough for being an example, for encouraging me, and for your constant support throughout the process. To my other learning buddies Andy and Lilian – we got this! And to many other friends, including the Martinson/Johnson duo, for providing me with the occasional old-fashioned or spicy margarita as inspiration. iv A huge and special thank you to my participants. For fearlessly jumping into this process with me, I thank you. For giving me the gift of your time and your self, I thank you. For being living proof of how inclusive leadership can occur and thrive, I thank you. For sharing from your heart and soul, I thank you. I could never have done this without you. Lastly, I dedicate this to all women leaders who desire to lead inclusively. “And I stand up for you/And I stand up for you, yes I will, yes I will/You do the best that, do the best that you can do/Then you look in the mirror/Proud of who’s looking back at you” (Common & Warren, 2017). v Abstract Changing demographics are requiring organizations to change the way they conduct business and deliver their services. And while women and people of color have been gaining greater access to leadership roles over the past few decades, they continue to lag behind in terms of representation in comparison with their numbers in the overall population (Chin, 2010). The calls for more inclusive work environments are not only concerned about widening participation, but are equally concerned with identifying inclusive leaders (Findler, Wind, & Mor Barak, 2007). Yet many organizations have failed to increase the diversity of their leadership, leaving them ill equipped to serve a changing population in ways that are culturally competent or that effectively meet the needs of a changing population. This study explored – through art-based inquiry using reflections on music and songs – how women leaders developed into and practiced inclusive leadership in their organizations. This study also explored how these leaders translated their reflections and values into assets, skills, and approaches that influenced their leadership. Numerous experiences impact the way these women have approached their work and leadership with an inclusive lens. Their narratives provide insights on the common experiences of inclusive women leaders; the nuanced yet multi-layered dimensions of their experiences; the challenges of practicing inclusive leadership; and their desire to validate a strong positive identity for others, as well as for themselves as an inclusive woman leader. Importance was placed on their journey, their lived experiences, authenticity, and service. The resulting similarities in the composition of the themes support, at a minimum, an expansion of the definition of inclusive leadership to consider some of the traits, vi values, and approaches raised by these women leaders through their reflections on music and song. In addition, several recommendations for women leaders, for organizations, and for leadership development initiatives are made. vii List of Tables Table 1. Comparison of Inclusive Leader Traits……………..………………………..38 Table 2. Comparison of Leadership Constructs to Inclusive Leadership: Characteristics and Behaviors…………………………………………………………………….….....39 Table 3. Partial Lexicology of Terms for Arts-Based Research…………………….….48 Table 4. Preliminary themes….………………………………………………………....75 Table 5. Second iteration of themes……………………………………………………..76 Table 6. Final list of themes or similarities…………………………………………...…77 Table 7. Demographic profile of participants…………………………………………...81 Table 8: The songs chosen to reflect on by participant…………………………………82 Table 9. Similarities and Variations in Themes Based on Participants’ Reflections….268 viii List of Figures Figure 1. A potential model for inclusive leadership development and practice…..278 1 Table of Contents Acknowledgments ............................................................................................................. ii List of Tables .................................................................................................................... vii CHAPTER I .........................................................................................................................7 Background ....................................................................................................................7 Statement of the Problem ...............................................................................................9 Significance..................................................................................................................10 Purpose of the Study and Research Questions .............................................................12 A Different Approach ..................................................................................................14 Personal Significance ...................................................................................................15 Definition of Terms......................................................................................................16 Summary ......................................................................................................................17 CHAPTER II ......................................................................................................................18 Review of the Literature ..............................................................................................18 Women Leaders and Leadership Approaches ..............................................................18 Inclusive Leadership ....................................................................................................23 Inclusive leadership and optimal distinctiveness theory. .................................................. 23 Social identity theory. ....................................................................................................... 30 Social dialogue. ................................................................................................................. 31 Inclusive leadership in the workplace ..........................................................................31 Inclusive leadership traits. ................................................................................................ 32 Inclusive leadership versus other leadership styles .....................................................35 Different from coaching. ................................................................................................... 35 2 Different from participative management. ........................................................................ 36 Different from other forms of leadership. ......................................................................... 37
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