Why the mentoring of female educational leaders with an ethic of care matters by Kathryn Diane Jung M.A.Ed., University of Phoenix, 2002 B.Ed., University of British Columbia, 1996 B.Sc., University of British Columbia, 1992 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education in the Educational Leadership Program Faculty of Education © Kathryn Diane Jung 2020 SIMON FRASER UNIVERSITY Spring 2020 Copyright in this work rests with the author. Please ensure that any reproduction or re-use is done in accordance with the relevant national copyright legislation. Approval Name: Kathryn Diane Jung Degree: Doctor of Education Title: Why the mentoring of female educational leaders with an ethic of care matters Examining Committee: Chair: Michelle Pidgeon Associate Professor Daniel Laitsch Senior Supervisor Associate Professor Charles Scott Co-Supervisor Adjunct Professor Larry Johnson Supervisor Adjunct Professor Ann Chinnery Internal Examiner Associate Professor Carolyn Crippen External Examiner Associate Professor Educational Psychology and Leadership Studies University of Victoria Date Defended/Approved: April 22, 2020 ii Ethics Statement iii Abstract The intent of this dissertation is to investigate how mentorship practices embodying an ethic of care can play a role in the recruitment and retention of female educational leaders into administrative roles in education. Through a critical review of Nel Noddings’ ethic of care theory and the concept of mentoring, associated as well as opposing or alternative theories are examined. By employing the methodological approach of autoethnography, the marriage of mentoring with an ethic of care can be studied in support of female educational leaders seeking ascension. An informal conceptual analysis of mentoring as well as Noddings’ ethic of care theory provide the framework for analyzing this study which spans both the public K-12 and post-secondary education sectors. Noddings’ ethic of care theory is the lens through which we may view the personal narratives for care or lack thereof, while informal mentorship is explored using autoethnography. Four components are critical to Noddings’ (2012b) care theory from the perspective of a moral education: “modeling, dialogue, practice, and confirmation” (p. 237). Through autoethnography, these components are considered with a focus on natural, relational caring in supporting a female educational leader’s quest towards educational administrative leadership. The findings illustrate that foundational to a female educational leader’s quest for ascension are identity development and dialogue, both of which play a key role in the development of the mutuality of relation. Additionally, through informal mentoring, a mutual relation between the one-caring and the cared-for serves to confirm the best self possible in the cared-for. Encouraging the development of the best self possible in the cared-for is the expression of Noddings’ moral objective. Because the moral objective of allowing natural caring to flourish between the cared-for and the one-caring in reaching the female educational leader’s best potentialities is important in building her capacity to ascend to educational administrative leadership, collaboration with a mentor is key to successfully transforming female educational leaders through ascension into educational administrative leadership roles. Keywords: educational leadership; ethic of care theory; educational administrative leadership; female leadership, mentor; autoethnography; moral education iv Dedication I dedicate this dissertation, my voice, to my family—Mom, Dad, Mike (Lynett, Alex, and Naomi), and Jeff (Eilan, Kaitlyn, Lucas and Kyle). I would like to acknowledge my Mom and Dad who have supported me throughout all of my life’s adventures, especially this incredible decade-long journey. My love for you is more expansive than you’ll ever know because you taught me how to love and how to care in a way that matters. I am thankful to my dearest Ginger for being my most loyal advocate and the only one who could steal my heart away from my writing every single time I was at the computer: morning, noon, and night. You captured my heart and soul. This is my gift to you, the completion of something we endured together. I vow to continue to establish a culture of natural caring in support of female educational leaders. That is why I am sharing this dissertation with and for you. This has been my life’s work and will continue to be. This is what keeps me young. v Acknowledgements It takes a village. I have persevered because my family, especially my Mom, Dad, and Ginger, have all been my cheerleaders throughout. I have felt the strength of their love and care throughout this journey. I know they are proud of all I have accomplished and have overcome because I was raised with an ethic of care. Thank you from the bottom of my heart. Peter is my best friend who taught me to live life to the fullest and who taught me the joys of taking a chance. He is one of the most intelligent people I know. Thank you for always knowing just what to say and do to help me find myself. I have waited a long time to recognize some very important players in the crafting of my dissertation. These individuals are my senior supervisors, Dr. Daniel Laitsch, Dr. Charles Scott, and Dr. Michele Schmidt as well as my supervisor, Dr. Larry Johnson. I have always appreciated their advocacy, patience, honesty, and critical lens. Dr. Daniel Laitsch has been my second senior supervisor for the past several years. I am grateful for his ability to listen and to guide me even when I did not know what would come next, as well as for his wisdom, kindness, intelligence, and thoughtfulness. Dr. Charles Scott, my co-supervisor, has been by my side the longest. He is one of the most articulate, positive, visionary, and humble educational leaders I know. His sunny disposition always came through, not only in person but also in print throughout countless revisions. Dr. Schmidt was my first senior supervisor until her life went in a different direction. She had a gift for keeping me grounded, and I loved that we shared similar interests such as music, dogs, travel, and academia. Dr. Larry Johnson has a rich educational history, touching the lives of numerous students including me. He supported me from a distance like any good parent, friend, educator, and naturally caring person does. Thus, I have not just one or two, but four special academics in my life each of whom played a critical role in helping me achieve this level of accomplishment. I know without a doubt that they all mentored me with an ethic of care or I would not have come this far. Thank you. I see clearly now and the future holds promise because I have had the good fortunate of having all of these amazing people in my life. Thank you. vi Table of Contents Approval ............................................................................................................................ ii Ethics Statement ...............................................................................................................iii Abstract ............................................................................................................................ iv Dedication ......................................................................................................................... v Acknowledgements .......................................................................................................... vi Table of Contents .............................................................................................................vii Chapter 1. Mentoring for women seeking educational administrative leadership positions guided by an ethic of care ................................................................... 1 1.1. Introduction ............................................................................................................. 1 1.2. Roadmap ................................................................................................................. 2 1.3. Important terminology defined ................................................................................. 4 1.4. Framing the problem ............................................................................................... 7 1.5. Framing the question .............................................................................................. 8 1.5.1. Justification of the question ............................................................................. 9 1.6. Women seeking leadership positions .................................................................... 12 1.7. Mentoring of women .............................................................................................. 15 1.8. Ethic of care in leadership ..................................................................................... 16 1.9. Trends in leadership for women ............................................................................ 18 1.10. The value of mentorship ........................................................................................ 20 1.11. Looking ahead ....................................................................................................... 22 1.11.1. Being inspired by a higher calling .................................................................. 23 Chapter 2. Mentoring of Women ............................................................................... 25 2.1.