| As more women increasingly assume leadership roles that were traditionally occupied by men, the possibility that the leadership strategies of men and women will differ continues to attract attention. In many developing countries, including Kenya, women are still underrepresented in leadership but there are a few women who have risen through the ranks to become top managers in higher education. In this study, the researcher used a mixed methods approach to examine women's leadership styles and strategies in the face of deeply entrenched gender stereotyping in higher education in Kenya. The first phase consisted of a survey and after analysis, the second phase, grounded theory methods, followed. Grounded theory studies aim at formulating a theory founded on the data collected. The conceptual framework is based on the critical feminist theory, which includes radical feminism, Marxist feminism, and liberal feminism. The core concepts of the womanist theory also feature. The study focused on women who hold the positions of the vice-chancellor, deputy vice-chancellor and campus principal in Kenyan universities. The study explored the strategies of dealing with gender stereotyping, used by the women in these positions within the cultural and institutional context of their respective universities during their pursuit, entry, and transition into their management roles. The research drew on a broad literature base that focused on barriers to women leadership, gender stereotypes, female leadership styles in higher education, women leadership strategies and successful women leadership. Surveys and interviews were used in data collection. This allowed for the in-depth description of the women leadership styles and strategies, in the face of gender stereotypes, in higher education in Kenya. The DeRAIL theory of women leadership in higher education in Kenya was eventually proposed. |
