Definitions of successful leadership vary and are
patterned by gender in two key ways: (1) women and men
who are effective leaders are expected to demonstrate
different behaviors and leadership styles, and (2) male
and female leaders’ assessments differ as to what it
means to be successful in their roles (Eagly & Johnson,
1990; Loden, 1985). Within the institutional context of
academe, administrators forge their identities to reflect
their own personal traits and talents and in response to
gendered expectations from constituents. These factors
interact to shape administrators and the way in which
they manifest leadership and define success, resulting
in widely varying administrative styles and types of
successful leaders.