Promoting gender-inclusive leadership perceptions among Japanese university students: A nine-week critical inquiry-based action learning program

Abstract

The present study investigates gender equality in Japanese university students’ leadership perception and examines the changes in their perspective through a nine-week action learning program at two private Japanese universities. A mixed-methods practical action research design was employed in four upper intermediate-level first-year Content and Language Integrated Learning (CLIL) classes (N = 107). First, quantitative content analysis was performed to determine how the students perceived the concepts of leadership and gender through the images and descriptions used in their PowerPoint presentation materials. Then, the study employed qualitative content analysis to determine the changes in the students’ perceptions of gender equality in leadership through the critical inquiry-based action learning experience. The results showed that integrating gender-inclusive leadership content into the CLIL courses was effective in helping the students develop an impartial and inclusive perspective of leadership and gender. Furthermore, the critical inquiry-based action learning experience enhanced the students’ motivation for language acquisition and engagement in the CLIL courses.

Keywords

• Action learning
• CLIL
• Critical inquiry
• Gender norms
• Japanese universities
• Leadership education