Paper Two

Running Head: LADIES WHO LEAD: COMMUNICATION AND WOMEN IN LEADERSHIP 1
Ladies Who Lead: Communication and Women in Leadership
Leah Pfannenstiel
Georgia Southern University

Abstract
When individuals think about famous leaders in history, perhaps they think of our
Founding Fathers who paved the way for America’s future. Maybe they think of leaders who
conquered war such as Alexander the Great, prodigious teachers such as Aristotle, or those who
instilled peace and change such as Martin Luther King Jr. All of these men were successful in
their efforts due to their strength, intelligence, bravery, confidence, and especially effective
communication. But what about the women front-runners who have changed the world? We do
not grow up learning about these women, but if we took a look around we would see that they
are in our everyday lives. They are teachers and administrators, military leaders, and CEOs who
are balancing life in the business world and life as a committed mother and wife. These women
possess the same strength, intelligence, bravery, and confidence as they rely on communication
throughout their day-to-day lives. Research proves that in our male-dominated society, women
are inferior to men, and this ongoing issue remains relevant regarding women in leadership
positions.
Ladies Who Lead: Communication and Women in Leadership
The word leader can be defined as the person who leads or commands a group,
organization, or country. The number of women in our society who hold leadership positions is
slim in comparison to males. According to Croucher and Galy-Badendas (2016), worldwide, just
21% of the senior managers are women and only 9% of CEOs are women. Moreover, only 5.1%
of large companies are directed by women and 14.6% of all top leadership positions are held by
women. Historically, women have been forced to fight for their rights, attempting to gain
equality and fair treatment, yet there are similar issues still in existence today. I became
interested in this topic after taking two courses regarding gender in our society and conducting of
past research. The findings from my research included three leading conclusions: (1) women
experience “double binds” in their personal and professional lives, (2) women must flexibly alter
their communication depending on the genders in which they are leading, and (3) women are
inferior to men. These findings led me to seek women leaders in my own life, as I was interested
in finding similarities and differences regarding communication in their occupations.
Three inspirational women in particular whom I look up to greatly come to mind. Not
only are these women a significant part of my life, but they are respected leaders in their various
fields. My mother, Heidi Pfannenstiel, is currently the principal at Huddleston Elementary
School in Peachtree City, Georgia. Marquita Pfannenstiel, my stepmother, is an Executive
Officer (2nd in command) in the United States Navy. Last, Ashley Droske Westphal is Delta
Airlines employee, who manages a team in Revenue Management. These leaders have shaped
me into the person I am today, and I aspire to diligently lead others because of their example.
The aim of this paper is to discuss and explain what these women have experienced as
leaders in their occupations. I want to specifically examine how their communication is affected
as they lead others and refer back to the three leading literature conclusions I have made prior. In
order to accurately and effectively collect information and data, I conducted three interviews –
one for each of the women stated above. In general, I found that my three conclusions from my
research were very relevant and apparent in the women’s professional lives. The women agreed
that communication is exceptionally important when it comes to maintaining a successful work
environment. Additionally, all three leaders expressed that they face a “double bind” in their
place of work. Upon examining and interviewing, I argue that women in leadership positions are
undoubtedly faced with parallel challenges, despite their differentiating careers.
Literature Review
Joanna Pawelczyk (2014) defines gendered workplaces in terms of two criteria. “Firstly,
one sex is numerically dominant over the other, and secondly there exists the cultural
interpretations of who is understood as best suited for different sorts of employment” (p. 89).
The female leaders that work in the various fields of education, the military, and business
exemplify what it means to experience a “double bind”. This term can be summed up as
“damned if you do, damned if you don’t”. There is simply no winning for losing. Women in
leadership are scrutinized for being authoritative and taking charge, and because of this their
colleagues perceive them as disrespectful, overly bossy, and rude. On the contrary, men who
portray these actions are perceived as effective leaders who deserve respect. Per Aritz and
Walker (2015), “Leadership is exercised when ideas expressed in talk or actions are recognized
by others capable of progressing tasks or problems which are important to them” (p. 453). With
that being said, it is evident that communication is key in prospering as a successful leader. It
was also found that in general, men talk more than women. Women’s communication strategies
are centered on support and are considered team-oriented, whereas men’s are competitive and
individualistic. Female leaders in education, the military, and the business world face pressure to
communicate both properly and commendably.
Women Leaders in Education
Statistically, the primary occupation for women in education is a teacher. The archetypal
prototype for this position may be a modestly dressed woman who has a passion for working
with children. There is a reason for the prototype, however, because in the United States nearly
80 percent of elementary and middle school teachers are women. In opposition, just 3.2 percent
of men are preschool and kindergarten teachers. Not surprisingly, per Rich (2014), just a slim
19.3 percent of men occupy the role of elementary and middle school teachers. In regards to high
school education, it has been found that men are typically physical education teachers or coaches
for school sports on the side. Nevertheless, the number of men in leadership roles is
exponentially higher than that of women. Kerr, Kerr and Miller (2014) found that male-
dominated school systems are not making significant progress regarding achieving a balanced
representation of women in administrator roles.
Relating to women in leadership, this paper will focus on administrators of public schools
in particular. Though women are overrepresented in classrooms, they are underrepresented in
administrative positions. Previous studies prove that is it difficult to track gender representations
in the public school systems because the data relies heavily on voluntary surveys that are
conducted through various education associations. Kerr, Kerr and Miller (2014) state that
increased representation of women in leadership positions is closely associated with improved
communication, more inclusive leadership styles, greater levels of democracy, and
empowerment. A unique dynamic is present when it comes to women leading women, as female
administrators do in the educational field. Similar to gender, leadership is a social construct. It is

developed through assumptions of reality about how effective leaders should lead. One of the
most common communication issues is the presence of similar personality traits among women;
they clash as their main goal is to be liked among their same-sex co-workers.
The specific language individuals use is highly dependent upon the gender of the
decoder. When women are communicating with other women, they tend to be more open to
discussion and an overlap of discourse. Generation of questions is common, while women seek
to increase interaction opportunities. Men, on the other hand when speaking amongst other men,
tend to prefer one main speaker for a long period of time rather than a group effort of sharing a
conversation. We can directly relate this behavior to communication in leadership roles. It is
evident that a woman leading other women must fight her instinct in order to be comfortable
taking the floor and policing conversation among her female colleagues. In addition, women
prefer to avoid direct conflict, whereas men are more content with confrontation given an issue at
hand. Whether dealing with teachers, staff, students, or parents, women generally have higher
levels of difficulty addressing serious issues. Because of this, women tend to be more indirect
and can be labeled as what we call corporative leaders. This category of a leader, according to
Aritz and Walker (2015), “questions to solicit information or participation from others,
acknowledges the position or statement of previous speakers, avoids abrupt topic shifts, uses
active listening techniques, and uses cooperative overlaps to show her support of other’s ideas”
(p. 456). Cooperative leaders considerably reduce the gaps of power between leader and
followers, thus representing feminine talk. It is likely that the idea of women leading women in a
professional setting is unnatural and uncomfortable. If there was an equal balance of gender
representation, though, women may be more open to the idea of taking on a leadership role in
education, especially in administration.

Additionally, employed women have excess responsibilities and pressures to tend to their
families. This is where the “double bind” is apparent. Women are in a lose-lose situation because
they are criticized for working to provide for their families, yet they are equally criticized for not
spending time at home tending for their children. Fortunately, the education system can be
slightly more flexible than other areas of work. It offers a schedule with the benefits of work-free
summers and designated breaks throughout the year. Although a teacher’s income is relatively
low compared to various occupations, the schedule allows for them to make a reasonable balance
in comparison to a year-round corporate job, for example. Assuming that these women are
married, it is likely that their husbands are the primary financial providers. Administrators,
however, are not given the same flexibility as their faculty and staff. Due to the higher pay and
longevity of prior education requirements, men are more likely to possess administrative
positions. They do not feel the excess pressure to tend to the home and be a caretaker unlike
women, but they do face pressures to financially provide for their families.
In the same way women leaders in education retain challenges, subsequently women
leaders within the military do as well. Opposite of the female-dominated field of education, the
male-dominated nature of the military brings about diverse trials for women in power. These
women are forced to not only face societal pressures and discrimination but are responsible for
strategic communication due to their distinct group of followers.
Women Leaders in the Military
The quantity of women in the military has steadily increased after the Women’s Armed
Service Integration Act of 1948 which allowed for women to join in the military (aside from
combat participation), yet the hardships press on. It was found by Howard and Privida (2014)
that women commonly experience “sexual harassment, gendered violence, gender stereotyping,
ridicule, and host of other injustices by virtue of a patriarchal militaristic culture” (p. 115). The
same researchers also make the crucial statement that men are recognized as great fathers for
their service, whereas women are questioned because of their service. One of the most
controversial issues in our country regarding gender is women in combat. In January of 2013,
women gained the opportunity to take part in combat following the revoke of the Women in
Service Implementation Plan. This opened doors for women to apply for various leadership
positions in the respective branches in which they serve.
It is recognizable that men are typically physically stronger than women. They possess
additional muscle mass and have the ability to generate higher levels of endurance. In a study of
362 female soldiers by Kyröläinen, Santtila, Vaara, and Viskari (2016), 42 percent said that if the
physical requirement tests were lowered for women, it would cause an overall lack of respect in
addition to inferior treatment from their male colleagues. Consequently, women in the military
are naturally underestimated compared to their male counterparts. It inevitably gives women a
disadvantage, especially when it comes to leadership positions. To men, the impression of a
woman leading their troop may seem unsettling and off-putting - possibly even humorous.
Although most men say it would be acceptable and would not affect their professional careers, in
reality the majority would prefer a male leader over a female if given the selection. According to
Cansuno, Segal, Segal, and Smith, (2016), women leaders in the military experience a “double
bind” as they are expected to lead in a feminine fashion, yet when they do they are not taken
seriously because military leadership is implicitly associated with masculinity. Subsequently, due
to differences in communication styles, men and women in the military must cooperate in
specific ways. These key conditions consist of leader support, respect and acceptance from male
counterparts, scientifically valid and gender-neutral standards, and suitable specialty training for
both genders. Without these factors properly in place, effective communication can be difficult.
It has been found that the last and most influential factor in gaining gender acceptance in
the military is awarding deserving women a higher rank status than men. This not only improves
communication, creativity, and collaboration, but respect as well. Female and male leaders must
understand, however, that women’s brains are anatomically different which can serve as an
advantage, especially in high-pressure military situations. The female brain contains about ten
times more white matter in comparison to men’s. The structure that connects the two lobes is
also about 10 percent larger. Per Pawliw-Fry (n.d.), “The benefit of these differences is that
under pressure women tend to weigh more variables, consider more options, see more context,
connect more brain areas and visualize a wider array of solutions and outcomes to a problem” (p.
2). In opposition, when faced with pressure, men tend to develop tunnel vision and focus solely
on a singular goal while ignoring the external factors. The military requires a great deal of
operational communication, and this is important to note because women can voice their
thoughts and collaborate using their distinctive style of thinking.
In education and the military, it is apparent that, although opposites, both have a gender-
dominated group of followers. The wide world of business is predominately male, however, it
consists of a greater variation of gender in comparison to education and the military. Because of
these circumstances, female leaders must quickly adjust and adapt their communication
strategies depending on the gender in which they lead.
Women Leaders in Business
According to Caruso (2015), large corporation business men and women account for 59.9
million people or 51.6 percent of business-employed individuals. The business world is evolving
and prospering with time, however the equality of men and women business employees is not.
The National Women’s Business Council notes that as of 2012, only 36.3 percent of businesses
were owned by women compared to 54.6 percent owned and operated by men. Patriarchal
customs, although some more apparent and obvious than others, are still prevalent in society’s
business world. Women in leadership positions especially face challenges along with the “double
bind.”
Female participation and especially communication is often condemned in the business
world. According to Cansuno, Segal, Segal, and Smith (2016), “New research indicates that
women and minorities who promote the ideals of diversity and inclusion as leaders in business
may be penalized for doing so when the top of the organization echelon leadership does not
reflect diversity, whereas white males who encourage diversity are rewarded and promoted” (p.
31). A similar notion was voiced by a business woman who experiences this pressure first-hand.
She supports the idea that women’s’ voice in the workplace can be lost and misinterpreted.
Pawliw-Fry (n.d.) notes her statement, “In contributing to an argumentative conversation, I find
if I am not outwardly forceful, I am perceived as weak and unfairly judged. Ironically, if you use
the same style as a man, you will be called ‘controlling’ and 'shrill'. There are simply more
derogatory comments towards women leaders if they stand up and use their voice than there are
for men” (p. 3). These constant contradictions are just a fraction of the pressures that women
leaders in professional business settings face. It has been found that both personally and
professionally, women have a natural tendency to avoid conflict.
Julie Hanks states that professionals should be aware of the definition of assertiveness.
She says that is it not bossiness nor trampling on others, but rather an “expression of difference”
(p. 3). This is what makes individuals unique, and more women need to be cognizant of this
because as noted by Foster (2017) “women fear that differences will create distance, but clearly
communicating and evaluating them actually builds relationships and confidence” (p. 3).
In the same study previously noted by Pawliw-Fry (n.d.), another woman who works in
law reported that after her second child was born the firm notified her that they would “forgive
two maternity leaves but they won’t forgive a third” (p. 3). These stories are just two of the
millions of women who experience similar day-to-day issues in their occupations. A dominant
downside is that this behavior reinforces women to feel as if they are unworthy of leadership
positions, thus losing sight of attempting to climb the corporate ladder. Overall, they are
underrepresented and under promoted. For example, according to Cramer and Creedon, (2007)
“Women make up two thirds of all public relations professionals, but they still are paid less and
promoted less often than men” (p. 277).
In a survey, large business CEOs reported that face-to-face communication was the key
factor in relation to their effectiveness as a leader. Keeping that in mind, female leaders in the
business world must find an adequate balance of positivity and authority. Realizing that men and
women require different communication strategies is essential to making progress in a business
setting for both genders. Channeling the proper definition of assertiveness and understanding
how to implement it could provide significant leaps and bounds for women professionals.
Methodology
In order to properly receive material for this paper, I conducted three interviews for each
of the women: Heidi Pfannenstiel, Marquita Pfannenstiel, and Ashley Droske Westphal. I
specifically chose Heidi Pfannenstiel for the education role because as her daughter, I am
constantly in the know about both the triumphs and struggles she encounters in her day-to-day
life as a principal. I am well aware that although she is great at what she does, communication
can be a barrier between her and success. I was interested in interviewing her because I was
cognizant of her female-dominated faculty and staff, and I wanted to ask her more about that
dynamic as it relates to strategies and difficulties in communication. Marquita Pfannenstiel was
chosen for similar reasons. Because she is my stepmom, I hear her speak of her experiences in
the military, especially as a strong, female leader for a male-dominated troop. Lastly, I chose
Ashley Droske Westphal because she represents a woman who has climbed her way up the
corporate ladder; she has shattered the glass ceiling with diligence and grace. With determination
and a natural ability to lead others, she recently earned yet another promotion. She conquered
what many women would find unreachable, so I was confident she would be the most
appropriate businesswoman for this paper. As an aspiring businesswoman myself, she has been a
mentor for me throughout my high school and college career.
Interviews were the ideal option because I wanted to understand first-hand the role that
gender and communication plays in their careers. Not only did I succeed in that goal, but I also
learned more about them as leaders and how they climbed their way up the professional ladder. I
was able to ask further questions based on our conversation and the information they provided,
which was extremely beneficial. Many of the questions were the same or similar because I
wanted to look for specific similarities and trends between the professionals. All three interviews
were conducted in person in the homes of the interviewees. Additionally, the participants were
notified that they would be recorded for accuracy purposes. I found it convenient to go back and
replay my questions and their answers in order to ensure my finding were precise. Before the
interviews, I generated a list of approximately 20 questions per person and provided them the
questions three days prior. This was necessary so the women could ponder their professional
experiences and provide thorough details and information when it was time for the interview.
The lists of questions were geared towards the specific field, but each of the interviews contained
similar general questions as well. Refer to the “Appendix” section for the lists of questions for
the three interviews. It is imperative to note that due to the specific conversations, additional
questions other than the ones below were added on during the interview to clarify and provide
further detail conditional to responses provided.
Discussion
Research proved that women in leadership positions are faced with excess challenges in
their personal and professional lives. As stated prior, three leading conclusions were made
regarding female leaders in the workplace: (1) women experience “double binds” in their
personal and professional lives, (2) women must flexibly alter their communication depending
on the genders in which they are leading, and (3) women are inferior to men. Following my three
interviews and obtaining more in-depth personal experiences, it is apparent that the vast majority
of the literature can be appropriately supported in multiple aspects.
Beginning with the first conclusion, all three women agreed that they are constantly in a
“double bind” not only in professional lives but in their personal lives as well. Heidi
Pfannenstiel, who has been in the educational field for 23 years, is currently serving in her
seventh year as Principal at Huddleston Elementary School. When asked if she felt she was in a
“double bind” she made the statement, “I’m torn between being a supervisor and being a
supporter.” She leads a faculty and staff of 75 people (69 of which are female), and she said this
adds a specific dynamic that makes leadership difficult at times. She stated that the female
employees at her school tend to need more reassurance and nurturing than the males. The
females are more hesitant to make errors, so she feels pressure to be supportive, but also knows
that as a supervisor there are expectations that must be met. When it comes to her personal life,
Heidi said she feels guilty spending her time at home working on emails and parent/teacher
phone calls when she could be catching up with friends or family or even taking time for herself.
She essentially takes her job home every night, sacrificing her personal life. Without doing that
though, she would not be successful and accomplish her goals to maintain the success of
Huddleston. In the same way, Marquita Pfannenstiel said the “double bind” is always present in
her life. The military grants the polar opposite environment of the female-dominated atmosphere
of an elementary school, yet she still faces similar struggles as a leader.
Professionally, she had a comparable answer to Heidi. She said that as a leader, she
believes it is her duty to be supportive and understanding of her troop of 50 militants (15 of
which are female). In the military, however, there is a small portion of communication dedicated
to comfort and support. She is required to be stern with her troop in order for them to take her
seriously and provide her the respect she deserves, yet at the same time, her troop (particularly
the men) may think she is not acting in a feminine manner. Research by carter and Spitzack
(1987) backs up this notion of the pressure to “act” and “be” a feminine leader. They state, “The
public female figure who does not display feminine characteristics and concerns is suspect
because within the confines of role prescriptions, she is deemed ‘unnatural’; at the same time her
‘natural’ female qualities render her unsuitable for the public realm,” (p. 403). Marquita
supported this equally in the interview as she said, “In order to be successful, I have to speak up
and make myself heard. I have to fight to be given the same opportunities as the males.” At the
same time, if she were to present herself in a more feminine fashion, she would not be respected
– she may even be questioned why she is in the military at all. Marquita also noted that there is a
“double bind” when it comes to personal relationships with other males in the military. She said
in the interview, “I’m constantly having to defend my honor. Military people always assume that
if you’re a female and you have a male friend, you’re automatically sleeping together.” This
creates a difficult bind, as she wants to create friends within the military, yet she believes at
times it can directly affect her reputation. Along with Heidi and Marquita, Ashley Droske
Westphal strongly believes that she cannot escape the “double bind.”
Ashley, a Senior Analyst for Delta Airlines leads a small yet vital team for the Delta
community. She has hundreds of colleagues that she is with daily, however, and the majority of
them are male. She has worked her way up the corporate ladder and has been working in a
business atmosphere since high school. In regards to the “double bind” she stated, “I do feel like
in order to move up, you need to have an opinion and be comfortable speaking out and be
assertive, yet, assertion from a woman makes many people uncomfortable due to societal norms,
so you have to walk the line of delivering it in a soft way.” This is important to note because it is
apparent that all three of the women agree that there is a fine line when managing the “double
bind” and their leadership positions. Furthermore, Ashley mentioned a time in her career that she
will never forget. At work she has to give a plethora of commands, yet she feels people will take
advantage of her if she is too nice. She said, “I was once told that I was more likely to be
promoted if I acted ‘more Disney’ - sunshiny, girly, etc.” This is a prime example of the “double
bind” in which traps her in her professional life. As for her personal binds, she mentioned that
the “double bind” is more relevant in her professional life, but the demands of balancing a career
and a personal life is difficult. In the same way “double binds” affect the careers and
communication for the female leaders, so do the people around them.
My second point referring to altering communication strategies received mixed feedback
among interviewees. Both Heidi Pfannenstiel and Marquita Pfannenstiel believe it is highly
necessary to alter their communication depending on which gender they are speaking to. Heidi
said when she is communicating with females, she tends to provide more thorough detail in her
requests. She also noted that when speaking females one on one, she will try to make the
conversation personal by checking in on what is going on in the woman’s personal life. In
regards to communication with the women she said, “They expect me to be understanding,
thoughtful, and nurturing when I communicate with them. The women I lead want to be cared for
and appreciated, whereas the men want their independence.” In opposition, when she is speaking
to her male employees, she simplifies her requests and strives to be straight to the point. She
does not tend to get involved in their personal lives as much because they do not speak to her
about it in detail as the woman do. When asked the same question, Marquita noted that it is
imperative that she alters her communication style depending on the decoder in order to be a
successful leader.
Although the majority of her troop is male, she had an interesting statement regarding
communication with the female soldiers. In answering my question she said, “Yes, I absolutely
have to be flexible when communicating to the two genders. Honestly, I’m harder on the
females. In order to be seen as the same in the military, females have to perform better than the
guys. I hold them to a higher standard and communicate with them accordingly.” This is a vital
statement that provides more than one conclusion. It backs up the notion of the “double bind” in
that women are pressured to perform at a higher level just because of their gender. When asked
the same question, Ashley had a different view.
She believes that in order to be a successful leader, you need to remain consistent with
your communication style. She stated, “I work very hard at sticking to who I am, regardless of
who I am talking to. Though, admittedly there are a few men that I adjust to be much more direct
with, though that’s personality driven, not gender driven. She later noted that driving an open
dialogue and open dissent on her team is a big component of their communication.
In our society, it is apparent that women are inferior to men. It comes along with history,
as men were given opportunities from the start that were absent from women. In the interviews,
it was evident that two of the three leaders experience this in their everyday professional lives.
Heidi Pfannenstiel said that although she understands that in general, men are superior to
women, she does not experience the negativity first-hand in her day-to-day job. Because she is
surrounded by females, she is on the same playing field as her colleagues when it comes to
gender struggles. She is not outnumbered nor does she feel inferior. On the other hand, Marquita
Pfannenstiel is unpleasantly reminded of her inferiority daily.
After serving two deployments (one in Afghanistan and one in Kuwait), “keeping up with
the guys” is just one of the many challenges Marquita is faced with when it comes to inferiority.
She is constantly in a mental and physical battle with herself as she juggles military pressures.
Due to the overwhelming presence of men in her field, she believes she will never truly have
superiority over her counterparts, aside from the fact that she is ranked higher than them on the
position hierarchy. Regarding her physical capabilities, she stated in the interview, “In the
military, most men do not take women seriously as they see them as weaker and less fit.”
Although she feels the pressure to keep up, she had an interesting take regarding gender equality
in the military. When asked how her work environment would be different if more women were
in the military, she chucked and responded with, “Possibly fewer wars. But all kidding aside, I’m
having an internal conflict. I want to have equal opportunities for females, but not all females are
cut out for the type of attitude necessary to succeed in the military. Women have to be tough,
assertive and outspoken to succeed in a leadership capacity in the military. Many women don’t
do well with it and tend to be trampled over. Maybe having more women would help soften that
environment, but do you really want that environment to change in your military?” This
statement is vital to note because indeed the inferiority persists, yet is it tolerable and acceptable
due to the harsh demands of the military? Per Holland (2006), “Military women who meet the
standards of ‘male masculinity’ are shut out of particular leadership positions and denied
participation in combat (which is a requirement for many promotions)” (p.31). Perhaps she is
correct – not all females are qualified, but the same thing could be said for men as well. Heidi
and Marquita are what we can identify as at opposite ends of the spectrum when it comes to
multiple aspects of their occupations. Ashley, however, who is in more of a mixed-gendered
environment is found in the middle of the experiences.
Ashley stated that although she does not experience feelings of inferiority every day in
the workplace such as Marquita, she can remember specific occasions that stand out regarding
the issue. She mentioned something that happens to her quite often at work. As a sports fan, she
has a plethora of knowledge about multiple professional sports and specifically football.
Although her male colleagues are aware of her passion and enthusiasm for sports, when she
walks into the room for a meeting, “all football talk and social discussion immediately stops,
regardless of when the meeting would start.” This is a prime example of men assuming their
superiority, especially when it comes to sports knowledge. Men’s knowledge and ability to talk
sports is one of the most important aspects when it comes to fitting in and bonding with other
males, yet women cannot be involved with the discussion. Ashley also stated in the interview
that one of the most difficult things about her job is getting a word in edgewise with all of the
men. Her inferiority is apparent especially when she is trying to be heard and share her thoughts
and opinions with her male counterparts.

Conclusions
Although people have created perceptions that gender equality is liberalizing, there are
many aspects that have proven stubborn to change. It is evident that in real-world scenarios,
women in the workforce experience similar and differentiating experiences regarding gender and
communication. The findings prove that is clear that women experience “double binds” in their
personal and professional lives. All three of the women admitted that “double binds” add a
difficult dynamic to their field. The conclusion that women must flexibly alter their
communication depending on the genders in which they are leading proved to have mixed
feedback depending on the personality and leadership style of the women. Finally, it is
unmistakable that in all aspects (especially in the workforce) women are inferior to men.
A final conclusion worthy of noting is that all three women were asked the question, “On
a scale of 1-10, (1 being not important at all and 10 being extremely important), how important
in communication in regards to an effective work environment?” Without hesitation, all three
women responded with “10.” Overall, my hypothesis can be supported after gaining further
insight and personal experiences: women in leadership positions are undoubtedly faced with
parallel challenges, despite their differentiating careers. Only time will tell the future of gender
equality in the workplace, but with the proper knowledge and understanding of our
communication differences, men and women can collaborate in a unique, yet successful
environment.
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Appendix
Appendix A:
Questions for Heidi Pfannenstiel – Women Leaders in Education
1. What is your position?

2. How many years have you been in education?
3. Can you provide a specific example when you were treated differently in education
because of your gender?
4. Do you ever feel that because you are a woman, you have an opportunity to stand out?
5. Have you personally seen any changes (either good or bad) throughout your career
regarding a variation of gender in the workplace?
6. How many people make up your staff at Huddleston?
7. How many are females?
7b. What are their positions?
8. How many are males?
9. How many female principals are there in Fayette County? Assistant principals?
10. What is the most difficult thing about being a woman leader?
11. What is the most rewarding thing about being a woman leader?
12. What is the most difficult thing about leading a female-dominated group of individuals?
13. How would your work environment be different if there were more males in your field?
14. If you could change anything about being a woman leader, what would it be?
15. What communication strategies help you to be successful in your field?
16. What is the most difficult thing about communication in your day-to-day work life?
17. Tell me about some observations you have made regarding your staff and how they
communicate with you? (i.e. open, honest, comfortable, uncomfortable, etc.)
18. If you were a male, do you think your staff would communicate in the same way? If not,
in what ways would it differ?
19. What communication strategies do females in your field typically use? Males?
20. Do you alter your communication depending on the gender you are speaking to? If so,
how does this help you to be successful?
21. Would you say that you are in a “double bind” as a woman leader? If so, explain the
experiences you have had that make you feel this way.
22. On a scale of 1-10, (1 being not important at all and 10 being extremely important), how
important in communication in regards to an effective work environment?
Appendix B:
Questions for Marquita Pfannenstiel – Women Leaders in the Military
1. What is your position in the military?

2. How many years have you served in the military?
3. Can you provide a specific example when you were treated differently in the military
5. How many people make up your troop?
8. Approximately how many female lieutenants are there in the United States military? How
many females in the Navy specifically?
11. What is the most difficult thing about leading a male-dominated group of individuals?
12. How would your work environment be different if there were more females in your field?
16. Tell me about some observations you have made regarding your troop and how they
communicate with you? (i.e. open, honest, comfortable, uncomfortable, etc.)
Appendix C:
Questions for Ashley Droske Westphal – Women Leaders in Business
1. What is your position in the business world?

2. How many years have you been in business?
3. Can you provide a specific example when you were treated differently in business
5. How many people do you lead within your department?
8. Approximately how many females work for Delta Airlines? How many females leaders
would you say there are?
11. What is the most difficult thing about leading a mixed-gendered group of individuals?
12. How would your work environment be different if it was extremely male-dominant?
Female-dominant?
16. Tell me about some observations you have made regarding your team and how they
communicate with you? (I.e. open, honest, comfortable, uncomfortable, etc.)

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Running Head: LADIES WHO LEAD: COMMUNICATION AND WOMEN IN LEADERSHIP 1

Ladies Who Lead: Communication and Women in Leadership

Georgia Southern University

Ladies Who Lead: Communication and Women in Leadership

in finding similarities and differences regarding communication in their occupations.

fields. My mother, Heidi Pfannenstiel, is currently the principal at Huddleston Elementary

School in Peachtree City, Georgia. Marquita Pfannenstiel, my stepmother, is an Executive

that communication is exceptionally important when it comes to maintaining a successful work

undoubtedly faced with parallel challenges, despite their differentiating careers.

communicate both properly and commendably.

Women Leaders in Education

representation of women in administrator roles.

in particular. Though women are overrepresented in classrooms, they are underrepresented in

increased representation of women in leadership positions is closely associated with improved

communication, more inclusive leadership styles, greater levels of democracy, and

administrators do in the educational field. Similar to gender, leadership is a social construct. It is

conversation. We can directly relate this behavior to communication in leadership roles. It is

education, especially in administration.

strategic communication due to their distinct group of followers.

Women Leaders in the Military

positions in the respective branches in which they serve.

disadvantage, especially when it comes to leadership positions. To men, the impression of a

thoughts and collaborate using their distinctive style of thinking.

strategies depending on the gender in which they lead.

Women Leaders in Business

Female participation and especially communication is often condemned in the business

professionally, women have a natural tendency to avoid conflict.

promoted less often than men” (p. 277).

women require different communication strategies is essential to making progress in a business

dynamic as it relates to strategies and difficulties in communication. Marquita Pfannenstiel was

mentor for me throughout my high school and college career.

further detail conditional to responses provided.

of the literature can be appropriately supported in multiple aspects.

of an elementary school, yet she still faces similar struggles as a leader.

communication for the female leaders, so do the people around them.

My second point referring to altering communication strategies received mixed feedback

conversation personal by checking in on what is going on in the woman’s personal life. In

the same question, Ashley had a different view.

Pfannenstiel is unpleasantly reminded of her inferiority daily.

multiple aspects of their occupations. Ashley, however, who is in more of a mixed-gendered

environment is found in the middle of the experiences.

and opinions with her male counterparts.

in communication in regards to an effective work environment?” Without hesitation, all three

culture. International Journal of Business Communication, 52. (4). 452-478.

in the performance and well-being of women in combat: Historical perspectives, unit

integration, and family issues. Military Medicine (181). 18-39.

The Quarterly Journal of Speech, 73. (4). 401-423.

Retrieved from https://www.census.gov/content/dam/Census/library/publications/

of Intercultural Communication, 41. 1-1.

healthy boundaries, and transform your relationships. ForeWord Reviews. 3.

among female administrators, principals, assistant principals, and classroom teachers in

U.S. school districts, 2002-2008. Public Administration Quarterly. 372-404.

MenTeach. (2015). Data about men teachers. Retrieved from

context of interviews. Women & Language, 31. (7). 87-111.

Health and Human Potential.

1. What is your position?

1. What is your position in the military?

1. What is your position in the business world?

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