Doctor of Philosophy

dissertationThe purpose of this qualitative study was to explore the experiences of women outdoor leaders in higher education. While outdoor education provides many positive learning outcomes for students, it is a field in which women and people of color are underrepresented, particularly in leadership roles. Through narrative inquiry methodology and a critical feminist framework, this study sought to discover factors women identify as related to acquiring and succeeding in outdoor leadership in higher education, and how women's perspectives may disrupt and broaden how we define and conceptualize outdoor education and leadership. Grounded in their individual perspectives and voices, the study shared insight from participants' personal experiences to examine the gendered ideologies and practices within outdoor education that tend to disadvantage women. Study findings show that women continue to face challenges leading in a male-dominated culture, and their perspectives and expertise continue to be marginalized or ignored. Participants cited sexism, gender bias and stereotypes, and lack of confidence in technical skills as challenges in their experiences as outdoor leaders. They discussed their processes of becoming empowered in outdoor leadership and how they conceptualize outdoor leadership through a lens of process, reflection, and discovery, challenging masculine norms and ideologies. Participants observed how their intersections of identities influence how they practice outdoor leadership, and how their identities in turn influence how they iv perceive diversity, equity, and inclusion in outdoor education. The findings from the study indicate several implications for research, policy, and practice in outdoor education and leadership. These include centering the voices of diverse and underrepresented populations, using critical frameworks nascent in outdoor education studies, and exploring the role of class privilege. Further implications include a critical examination of policies and practices that may reify the White male privileged narrative of outdoor education and contribute to barriers for women and diverse populations in attaining outdoor leadership positions