Third spaces supported women leaders’ identity reflection and leadership practice

What the study found: Third spaces, meaning shared learning settings outside conventional hierarchies, helped women educational leaders create safe spaces for learning and connection, reflect on sociocultural and sociopolitical identity, and enact forward-looking conceptions of educational leadership.
Why the authors say this matters: The authors conclude that the findings suggest a promising new professional learning modality for K-12 women educational leaders and possibly other marginalized groups.
What the researchers tested: The authors used a comparative qualitative design to examine two participatory action research studies they led. Both studies used similar community learning exchange processes in different racialized and sociocultural contexts in U.S. K-12 districts and schools.
What worked and what didn't: In both studies, third spaces supported the same three outcomes listed by the authors: safe learning and connection, critical identity reflection, and forward-looking leadership conceptions. The abstract does not describe outcomes that did not work.
What to keep in mind: The summary available here does not provide detailed limitations. The authors note that third spaces have had limited application in educational leadership professional learning spaces.

Key points

• Third spaces helped women educational leaders build safe learning connections.
• Participants used these spaces to reflect on sociocultural and sociopolitical identity.
• The studies found support for forward-looking conceptions of educational leadership.
• The authors suggest this could be a promising professional learning approach for K-12 women educational leaders.
• The abstract says third spaces have had limited use in educational leadership professional learning.