The Role of Trauma in Leadership Socialization

Author:

Arnold Noelle W.1,Osanloo Azadeh F.2,Guillaume René O.3,Boske Christa4,Miller-Tomlinson Wendi5

Affiliation:

1. Associate Dean for Climate, Equity, & Access Resources (CLEAR) in the College of Education and Human Ecology at The Ohio State University.

2. Stan Fulton Endowed Chair in Education and Interim Academic Department Head/Associate Professor at New Mexico State University College of Education, Dept. of Educational Leadership and Administration.

3. School of Teacher Preparation, Administration, and Leadership (TPAL) at New Mexico State University College of Education.

4. School of Foundations. LEaership and Administration at Kent State University.

5. Associate Superintendent of Curriculum & Instruction Las Cruces Public Schools in New Mexico.

Abstract

There is fertile ground to expand the ideas of resilience and growth as two important skills in leadership (Bell, 2009). Little research has examined how trauma and violence are reappropriated in post-trauma contexts. In fact, resiliency and adaptive strategies often influence life and career choices (Wolin & Wolin, 1993). Although this literature base has grown, little attention has been paid to the long-term impact of IPV on battered women's career development and stages. This article examines the influence of life trauma on the socialization and practice of two Black female principals. Their responses to pain, suffering, trauma, and violence highlight women's agency and their ability to create their own good from pain (Mitchem, 2002).

Publisher

SAGE Publications

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