WEBER STATE UNIVERSITY THESIS SIGNATURE PAGE MASTER OF PROFESSIONAL COMMUNICATION THESIS TITLE: Utah Female Leader: Thriving through Intrapersonal and Interpersonal Communica on AUTHOR: Teresa Thompson DATE OF SUCCESSFUL DEFENSE: 04/14/26 THE THESIS HAS BEEN ACCEPTED BY THE THESIS COMMITTEE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF PROFESSIONAL COMMUNICATION. Michael Ault Michael Ault 05/04/2026 SIGNATURE DATE Michael Ault (May 4, 2026 13:02:33 MDT) THESIS COMMITTEE CHAIR Elaine Schnabel THESIS COMMITTEE MEMBER 05/05/2026 SIGNATURE DATE The Utah Female Leader: Thriving Through Intrapersonal and Interpersonal Communication Teresa Thompson Master of Professional Communication Thesis 04/24/2026 For my Mom—who models thriving leadership through her courage, love, and faith. 2 Acknowledgements I would like to first acknowledge and thank my husband, Bryant, for his foundational guidance, loving companionship, and unwavering support. Many thanks to my parents, who are examples of leadership and have given opportunities, essential support, and validation. To my loving children, for the privilege to lead and learn from you. I would also like to give many thanks to Dr. Michael Ault for providing opportunities, professional expertise, and serving as my faculty chair and mentor, and to Dr. Elaine Schnabel for serving as the sub chair on my thesis committee. They have been instrumental in my research preparation, timeline accountability, and revision process. Thank you to the Weber State University Communications Department for my life-changing education. 3 Abstract Historically, women have faced challenges in advancing in organizational leadership roles (UWLP, 2025). Since 2008, extensive research has been done through the Utah Women & Leadership Project (UWLP) in response to the troubling status of women and education within the state of Utah. However, despite these challenges, the data revealed that some are adapting and therefore thriving, as evidenced by the last ten years (UWLP). Thriving describes the experience of vitality and learning and can serve as a gauge of self-adaptation (Spreitzer et al., 2005). In addition to previous research, this thesis gathered data through (n = 58) qualitative interviews and a quantitative survey (n = 207) that focused on how current thriving female leaders in the state of Utah are thriving. By applying sensemaking theory and analyzing the development of thriving female leaders through intrapersonal and inter communication, Four themes were identified that contribute to their thriving and can be added to; the existing academic literature. Themes that emerged from the research were 1) Thriving through sensemaking of self-compassionate intrapersonal communication, 2) Thriving through sensemaking of intrapersonal communication of one’s environment, 3) Thriving through sensemaking of learning and vitality intrapersonal communication, and 4) Thriving through sensemaking of a supportive system. Thus, possible suggestions are identified on how to help women thrive as leaders. Keywords: Sensemaking Theory, Thriving, Interpersonal and Intrapersonal Communication, Female Leadership 4 Introduction I literally had an (accomplished) woman who's my neighbor, and she's like, I need to go get a job, but I have no skills. I can't do anything…And I have seen hundreds of women come through my program, and they are so competent, so capable, so extraordinary, they have so much to offer, and so many of them do not have confidence,.... Like, I mean, there is no limit to women's ability to be incredible leaders and make a huge difference (Julie, a 52-year-old nonprofit business owner). Utah Economy and Structure For the 18th year in a row, the Rich States, Poor States: ALEC-Laffer State Economic Competitiveness Index has ranked Utah as the state with the best economic outlook (ALECLaffer State Economic Competitiveness Index, 2022). Utah’s economic strength has moved the state to the top of numerous national rankings, number 1 in GDP growth rate at 4.5%, number 1 in social mobility, and second-best education outcomes in the nation (ALEC-Laffer State Economic Competitiveness Index, 2022). Utah also ranks as the nation's top volunteer state (KSL, 2025), the second best state to start a business, third for best small cities for starting a business, first for cheapest state to start a business, third for friendlies to entrepreneurs, second for job opportunities, number one best state for the middle class, second for best state economy, third for business and trade, and first in most independent state (Utah Governor’s Office of Economic Opportunity, 2026). Despite these enviable rankings, Utah continues to rank at the bottom of the Nation when it comes to opportunities for women. For example, the National Women’s Law Center (2024) ranks Utah 50th (out of 51) for the highest gender wage gap, only beating out Louisiana. Further, as of January 2025, only 58 of 253 mayors in Utah (22.9%) and 364 of 1174 council members (31.0%) were women. Of the 1,427 Utahns currently serving on city councils, only 422 are women — 29.5%. Thus, less than a third of councils have female representation. Fifty cities in Utah have all-male city council members. Of those councils, 12 have a female mayor, and 38 are all-male (UWLP, 2025). 5 In the for-profit sector, 710 Utah companies reported having CEOs; 68 (9.6%) currently have women chief executive officers, while 642 (90.4%) have men. Utah is well below the national average of women CEOs in companies with more than 100 employees (UWLP, 2025). On corporate boards, only 29 of 239 boards (12.1%) were chaired by women. Utah women business employees in “management occupations” are well below the national average of 42.5%, holding just 35.2% of these positions (UWLP, 2025). Of the 223 Utah companies that reported the gender of their directors, 26.9% still have no female board directors (UWLP, 2025). In the state of Utah, rankings for equality for women in areas such as pay, respect, health care, education, and political presence are among the lowest, even 50th and last in the country in the workplace, 50th and last in Health and Education, and 41st in Politics (Wallhub, 2025). While significant progress has been made in some aspects of advancing female representation in leadership positions, in other areas, opportunities for women are decreasing. For example, H.B. 261 ‘Equal Opportunities initiatives’ passed in the Utah legislature in January 2024. In response to this law's requirements, the government reorganized and eliminated women’s resources within government-funded organizations, including higher education, making it more difficult to get financial assistance, therapy, and support for sexual abuse. Changes to these resources affect the female population as they express challenges associated with these changes (Thompson, Ault & Nunez, under review). Understanding how female leaders thrive is essential when law is passed that removes resources. This research provides an understanding of the tools female leaders can use to thrive when they are disadvantaged. Research continues to demonstrate the impactful role women play in organizations (Buss et. al., 2025; Ellemers, 2014; UWLP, 2025). Having a woman present, especially in a leadership role, caters to different customers and suppliers, increases creativity and innovation, and supports effective problem-solving (Ellemers, 2014). Female leaders can strengthen organizations, foster 6 creative solutions, and enhance families when men and women work together (Buss et. al., 2025; Ellemers, 2014; UWLP, 2025). Given the many indicators of Utah’s thriving economy, increasing female representation in leadership can only strengthen it. More importantly, female representation should be improved in order to promote fairness, merit, and opportunity. Utah consistently has the highest average family size of 3.51 compared to the national average of 3.15 (Statistica, 2025), which requires more attention at home by at least one of the responsible parents. Traditional gender roles require that the majority of this unpaid labor be done by women (Federici, 1974; Pew, 2014). While these cultural narratives have deep roots in Utah culture more broadly, Utah has started to experience a subtle shift in tone regarding women in leadership outside of the home and church settings. Women in leadership promotes positive change in the workplace, and create opportunities to lead and thrive (Cook & Glass, 2014). Family stability adds to the societal and economic strength, but women who are not in a formal leadership role may not fully recognize their contribution as a leader within their home on the individual self-communication level. Sadly, some women do not see the leadership potential of their role in the home. Women have been taught that work in the home is not a leadership role (Federici, 1974) Instead of presenting their impact, sacrifice, and development as leadership qualities and skills, they often refer to themselves as “just a mom,” implying that they have little or no leadership role. This self-narrative can have a negative impact on women's perceptions of their capability to lead and thriving. Failure to thrive refers to “an acute lack of growth” (Spreitzer & Sutcliffe, 2007; 75) where stagnation, emptiness, or even quiet despair is experienced (Spreitzer et al., 2005). Even in environments seemingly hostile to thriving, many women are thriving: their frustration, instead of causing failure to thrive, is leading to behaviors that foster thriving. This research looks at how Utah female leaders make sense of and respond to their environments, and what they are 7 doing to thrive, while others are surviving. One may accept surviving as the norm, but surviving is much more difficult than thriving (Boyes, 2020). This research delves deeper into how thriving leaders navigate these spaces and surfaces the tools and networks they draw on to maintain their high level of thriving. Literature Review Background Utah is an excellent location for this study because women in Utah face a complex and unique female leadership environment (UWLP, 2026). The Utah culture cannot be fully understood without addressing the powerful influence of the religion as it influences the ways its members and other community members understand the learning, development, and leadership for women (Madsen, 2016).The religious culture highlights the values of industriousness, efficiency, structure, and the building of leadership skills (e.g., public speaking, project management, teaching, organization, etc.)(Ault, 2018). Additionally, this religion encourages women to expound scriptures, teach within the church, receive personal revelation, and lead in a variety of callings and capacities (Madsen, 2016). While there is much development of leadership through the religious structures, there seems to be a sense of dissonance between the religious culture and a woman’s role to lead. Research has found that within the Utah culture there are women who do not seek or aspire to leadership roles, and do not identify themselves as leaders (UWLP, 2026). This reflects a view of leadership as a predominantly male role (Madsen, 2016). Additional research shows that, due to a lack of understanding, there are perceptions, by both men and women, that men are better leaders, and that women’s worth and poweris in women holding supporting roles (Madsen, 2015). It is important to note that these perceptions are not unique to the Church or Utah culture, but is common in society as a whole (Powell, 2012). 8 The demographics of the religious culture are as follows in the interviews. Of the 33 interviews, 14 womenspoke of the Church creating many opportunities to develop their leadership skills, (e.g., recognizing their contributions as women, supporting them as female leaders, fostering feelings of belonging, engaging in public speaking, and leading organizations). They reflected on these leadership skills being developed throughout their lives. Nine interviewees referred to the religious culture negatively bleeding into opportunities to lead outside religion, primary with themes of women are to be at home and in the background. Within this group of nine interviews, a few additional negative religious comments emmerged that women feel they need to be asked to lead and don’t take initiative, and one interview shared that there are less female speaker in the high leadership of the church. Eleven of the interviews did not reference culture, religion, or church organizations. Within the Utah culture, female leadership opportunities have improved over the last ten years (UWLP, 2026) and this was recognized by the participants. In recent years, there has been an increased number of Utah women who are seeking leadership roles, and more resources available for professional development (UWLP, 2026). Today, many Utah women work in a wide range of professions, balancing careers with family life in diverse ways. For the purposes of this research, a specific group of women is studied who are thriving in a variety of high ranking leadership positions within the culture in Utah and what actions and perspectives they are taking to thrive while navigating within this culture. Thriving The hope of this study is to provide tools for gauging one’s thriving and increase an understanding of how to protect it as a developmental process in becoming a leader. Indeed, this research suggests that thriving female leaders must understand themselves, communicate effectively, and nurture their leadership abilities through self-communication. Furthermore, the 9 ability to communicate one’s ideas about oneself and understand oneself are unique qualities. The word “thrive” means that an individual is flourishing, feeling a sense of well-being, actively developing, and progressing toward or realizing a goal despite or because of circumstances (Porath et. al., 2011). When people experience thriving, they feel progress and momentum marked by a sense of learning and vitality (Spreitzer, 2005). Thriving is “a temporary internal property of an individual” (Spreitzer et al., 2005: 538), a malleable and fluid state of individual growth, that exists along a continuum, with thriving on one end of the spectrum and burnout on the other (Spreitzer & Porath, 2014). Additionally, in 2023, UWLP launched a new initiative, Bolder Way Forward (BWF), with a primary focus on helping Utah women and girls thrive (UWLP, 2026). This organization describes thriving this way, A woman who is thriving has choices and opportunities to become who she would like to become and to contribute in ways she would like to contribute. In addition to Utah girls and women working for themselves to thrive, there are many efforts and actions that all of us can engage in to make this a reality for all (UWLP, 2026). Within leadership, a thriving experience is sought after and desirable. This experience is a way to gauge how and what a person can do to lead forward in a positive direction (Spreitzer, et al., 2005). Notably, a recent meta-analysis (Kleine et al., 2019) found that thriving in an organization had predictive validity beyond the positive effects of work engagement on task performance, job satisfaction, subjective health, and burnout outcomes. Additionally, thriving can result in better performance, satisfaction, and engagement while leading to increased physical and psychological well-being, sense of purpose, self-development, empowerment, and selfregulation (Chénard-Poirier et al., 2022; Gerbasi et al., 2015; Goh et al., 2022; Kleine et al., 10 2019; Porath et al., 2012) as well as decreased absenteeism and stress (Spreitzer et al., 2005). Thriving is also contagious: those who thrive tend to influence thriving levels in others (Spreitzer & Sutcliffe, 2007). In an effort to contribute, this thesis and research respond to a recent expansive review of the thriving literature. Goh et al. (2022) called for greater clarity on the processes individuals engage in to achieve better thriving outcomes at work and home. This thesis hopes to add to the research and provide a better understanding of the current identities of thriving female leaders. This thesis can offer insight as to how all female leaders can navigate their leadership roles through actions and communication that lead to thriving. Intrapersonal communication The highest form of intelligence, according to neuroscience, is metacognition, which is the ability to think about your own thoughts (Fleur et. al., 2021). Intrapersonal communication is one of the primary levels of communication, where a person serves as both the sender and the recipient of the message (Dunlosky & Metcalfe, 2008). Specifically, this thesis looks at how female leaders’ intrapersonal communication helps them thrive. Intrapersonal communication, such as self-talk and internal dialogues (Brinthaupt & Kittani & Brinthaupt, 2023), regulates and provides instructions and reinforcement to oneself by interpreting feelings, perceptions, and cognitions (Brinthaupt et al., 2009; Jones, 2005). Self-talk is expressed both positively and negatively. Positive self-talk involves affirmations and constructive thoughts, a conversation with oneself that helps develop various behavioral functions (Brinthaupt, 2019). Positive self-talk increases enthusiasm to change through engaging in constructive behaviors (Kim, et. al., 2021). On the other hand, negative self-talk causes low self-esteem, depression, and frequent self-blame (Kim, et. al., 2021). It is essential to note that those with the healthiest self-talk are not those who have silenced negative self-talk, but rather 11 those who have learned to respond to their self-talk with self-compassion and self-protection, and to acknowledge their inner critic without letting it define who they are (Travers, 2025). Conversely, positive self-talk, when taken to extremes, can produce overconfidence (Travers, 2025). This thesis looks specifically at how women manage their negative and positive intrapersonal communication. The main functions of self-talk include thinking, problem-solving, self-regulation, selfreflection, working memory, task switching, language, rehearsal and replay, emotional expression, thinking about others’ mental states, and self-rumination (Morin et al., 2018). Mindful self-talk can encourage people to shift their perspective and balance positive and negative thinking (Chada, 2020). Mindful self-talk, like spontaneous self-talk, refers to noninstrumental statements that arise involuntarily in response to the current context, whereas goaldirected self-talk is intentional and used to solve a problem or make progress (Latinjak et al., 2014). In studies referring to this framework, the results indicate that spontaneous self-talk is often associated with reactive processing (Fritsch, Jekauc, et al., 2022; Latinjak et al., 2017), while goal-directed self-talk can be used for emotion regulation (Fritsch, Jekauc, et al., 2022; Latinjak et al., 2014), as well as enhancing confidence (Latinjak, Masó, Calmeiro, & Hatzigeorgiadis, 2020), or to improve motivational problems (Fritsch & Latinjak, 2021). These findings align with the idea that spontaneous self-talk primarily reflects underlying self-talk, an intuitive self-regulation strategy used by leaders (Latinjak et al., 2019). While sensemaking is usually a social process, self-talk is the internal dialogue that helps people retrospectively make sense of their experiences. Self-Compassion Leading scholar, Kristin Neff, describes self-compassion as the process of turning inward, the self-communication of kindness when we fail, make mistakes, or feel inadequate, including giving support and encouragement when challenges or difficulties arise in our lives (Neff, 2026). 12 It is one of the most powerful sources of coping and resilience available, radically improving mental and physical well-being (Neff, 2026). Dr. Neff explains, “self-compassion entails three main components, each of which has a positive and negative pole that represents compassionate versus uncompassionate behavior: self-kindness versus self-judgment, a sense of common humanity versus isolation, and mindfulness versus over-identification.” Self-Kindness refers to gentle, supportive understanding, warmth, and unconditional acceptance (Neff, 2016). The concept of common humanity is that we are all human, make mistakes and fail at times, lead imperfect lives, and are not isolated in our imperfections (Neff, 2016). Having mindfulness includes being present in the moment of suffering in clarity and balance, not an exaggerated storyline (Neff, 2016). Sensemaking Theory Sensemaking theory explains how people make sense of their lived experiences (Weick, 1995). It is an ongoing process, as people are always making sense of these experiences. When a lived experience is new or different from what was expected, the automatic or subconscious sensemaking is disrupted due to uncertainty, and the opportunity to notice, label, and categorize a new experience is brought to the sensemaker’s conscious awareness (Weick et al., 2005). The sensemaker attempts to resolve the discomfort aroused by uncertainty once the opportunity is recognized by answering the question, “what’s the story?” Through retrospective examination of the disruptive past experience and negotiating the meaning of the experience through social interaction, the individual answers “what is the story?” (Gioia & Mehra, 1996). Importantly, experiences do not need to be accurate; rather, it merely needs to seem plausible to the sensemaker (Weick et. al., 2005). In various research studies, the definitions of sensemaking commonalities found include that sensemaking can be labeled as a process, it emerges when something that needs explanation 13 occurs, it is individual but can also be social because individuals are embedded in social experiences, and individuals’ actions are a constitution of their environment (Turner, et al., 2023). It is important to note that sensemaking has been described as filling in the cracks between traditional academic disciplines (e.g., communication studies, information science, psychology, sociology). Filling in the cracks provides a clearer picture of what is happening in situations where theories and practices fail to provide an explanation. (Turner et al., 2023). Going further into sensemaking, at the micro level, it focuses on cracks or gaps in individual cognition. These cognitive cracks describe a person’s ability to make sense of situations and structures, how these understandings differ from current knowledge structures, and a person’s ability to create new structures that frame the new situation in light of its constraints. This gap is explained as the “Situation-Gap-Outcome Triangle,” which represents the recurring relationship between structure and agency in sensemaking (Turner et al., 2023). The conceptualization of Dervin’s (2015) situation-gap-outcome triangle is described here: The sense-making moment is the point in time-space when a person experiences a gap while moving through it. The situation and outcome, as experienced, are informed by the nature of the situation, its history, its constraints, its relevant external power structures and other situational, contextual, and personal factors. The person bridges this gap by experiencing questions that lead them to construct bridges consisting of ideas, thoughts, emotions, feelings, hunches, and memories. Sensemaking involves taking action by turning circumstances into a situation that is comprehended explicitly in words and that serves as a springboard into action (Weick, 2005). This situation is the primary site where meanings materialize that inform and constrain identity 14 and action (Weick, 2005), and is accomplished by noticing or perceiving cues, creating interpretations, and taking action (Maitlis & Christianson, 2014). Through this action, environments can thrive when they foster a culture of mindfulness (Weick & Sutcliffe, 2015). Identity Theory It is generally acknowledged that sensemaking is rooted in identity construction (Weick, 1995) and that individual's sensemaking of life is influenced by “individual‐specific needs for self‐enhancement, self‐esteem, self‐efficacy, and self‐consistency” (Brown, Stacey, & Nandhakumar, 2008). Moreover, storytelling is the primary interpersonal way people construct personal identities (Gubrium & Holstein, 2000). Instead of interacting with an uncertain environment, individuals draw upon previous experiences and identities as resources of knowledge of the disruption (Weick, 1995). Thus, experiences are filtered through the lens of an individual's unique identity. Common social categories like race, age, gender, religion, politics creates a unique, personal lens for the individual’s characteristics and affiliations. Leaders can develop their identity in how they make sense of their leadership environment as identification occurs when people categorize themselves and others into various social groups, such as organizational membership, religious affiliation, gender, and age cohort (Ashforth & Mael, 1989, p. 20). Identification is fundamental to the human structure, as humans are born as biologically separate beings and are further separated by factors such as social class or position. Those viewed similar to self are assigned categories similar to oneself and considered the individual's “in-group,” while those who are perceived as different from self are considered, “out-group” (Stets & Burk, 2000). Additionally, we not only experience this separateness but are also driven by a need for order and hierarchy (Burke, 1969). Once assigned to categories, stereotypical characteristics of that category are then assigned to that individual. However, these assumptions 15 are often flawed according to stereotype research (Woodcock, Hernandez, Estrada, & Schultz, 2012). Gender stereotypes can be a way in which females are categorized within a hierarchy. Burke explains that to look past our divisions, people seek ways in which our interests, attitudes, values, experiences, or perceptions are shared with others (Burke, 1969) through self-talk and relationships. Given that people are born into a structured society, categories are determined long before people are aware of them, such as race, and require no specific membership, like a membership organization. Therefore, over a lifetime, people claim diverse categories that make up their individual self-concept (Alvesson et. al., 2008). Establishing order in one’s environment and place is an important part of creating the individual self-concept. Tajfel and Turner (2004) explain that self-concept is made up of two identities: individual and social identity. Individual identity is fluid and constantly being produced and reproduced as people act in response to their perceived identity, observe other’s reactions to their actions, and change based on feedback (Scott et. al., 1998). One’s identity constrains or enables these interpretations, thoughts, and actions when confronted with decisions. In forming this identity the question one asks themselves is “who am I in the current situation?” and “how should I act as to be consistent with my current identity?” (Alversson et al., 2008). Social Identity Theory and Interpersonal Communication Social identity theory (SIT) suggests that we have a tendency to classify ourselves and others into social categories rather than viewing people as individuals and this is done for two reasons: (1) to classify, instead of viewing people as individuals, and order their social environment systematically so as to assess the relative worth of groups and individuals by comparing them against other relevant groups and (2) to come to understand their relative position within that environment or self-categorization (Ashforth & Mael, 1989; Ellemers et al., 16 2003). This group identity provides an anchor and makes sense of experiences (Cheney, 1983). This thesis delves deeper into how women shape their identities in relation to themselves and others within social settings. When experiencing uncertainty, people tend to feel anxiety and seek to relieve this discomfort through labeling and categorizing their experiences so as to understand the unknown (Weick et al., 2005). By drawing on previous experiences and identities as sources of knowledge, people can make sense of the disruption to their social routine, rather than engaging with this uncertain environment as detached observers (Weick, 1995). As a result, a person’s experiences are shaped by their unique identity. Female Leaders’ self-talk and interaction with others during uncertainty was researched in this study as to how they navigate and communicate to thrive. Additionally, similarities to the self are assigned categories and considered the individual’s “in-group,” while those different from the self are considered the “out-group” (Stets & Burke, 2000). Once people are assigned categories, stereotypical characteristics of those categories are then assigned to them. It is important to note that research on stereotypes indicates that these assumptions are often flawed (Woodcock, et. al., 2012). The relative social positions of most categories are often determined long before individuals are aware of them, as we are born into a structured society. Some categories, like gender or race, to which an individual belongs are predetermined, but others are determined consciously by the individual (e.g., clubs). Therefore, over time, people claim membership in a variety of categories that make up their individual selfconcept (Alvesson et al., 2008). Throughout this study, women were highly aware of the groups around them and actively chose which groups to be a part, through active generative processes. However, being born into a culture narrative of limitation, they recognized the stereotype and there navigation within it has led to thriving outcomes at high levels. 17 Thriving female leaders can navigate their identities and engage in either generative or degenerative processes. Generative processes occur when individuals nurture thoughts and behaviors that create positive psychological (intrapersonal) and/or relational (interpersonal) resources, thereby enlivening, energizing, and strengthening the individual (Dutton & Glynn, 2007). This process entails positive affect, self-compassion, positive framing, optimism, and hope as well as heedful relating, personalization, and validation wherein the individual feels seen, heard, valued, appreciated, and understood (Cameron, Dutton, & Quinn, 2003), thus fostering dignity and provide a sense of self-verification (Hicks, 2018; Swann, 1987; Swann et al., 2009) and offers a “mutually developmental experience” for those involved (Stephens, Heaphy, & Dutton, 2012, 2). In contrast, degenerative processes reduce vitality, generate negative energy, and weaken the individual through their connection to negative internal chatter and impoverished relational interactions (Cameron, Dutton, & Quinn, 2003). Given this literature, this research contributes the following: First, in the current cultural and societal norms women sometimes don’t perceive themselves as leaders. This perspective and environment decreases the potential for thriving (in terms of learning and vitality). The UWLP research has found messages suggesting men are supposed to lead, and women are supposed to support. This messaging is more likely to discourage women from seeing themselves as leaders. An additional message that discourages female leadership could be some women’s concern the perception that they lack of humility and it is arrogant to recognize and state their gifts and strengths. They can also be reluctant to list their skills in public settings. In general, women are not typically taught that leadership is a skill that can be developed through motherhood or community service (UWLP, 2025), However, there are a lot of the opportunities for women to lead (that) comes from in the home. Some people kind of neglect that 18 or kind of push it to the side and make it seem like not as important and maybe we do not phrase it as a leadership opportunity, even if it is (Federici, 2021). These messages may cause women to believe that they do not or should not have leadership skills, even in their home. This research looks deeper into how highly thriving female leaders see and understand themselves as a leader as they navigate these spaces. By using sensemaking and finding social mentorships where ‘certainty increases enough, (female leaders) begin using their self-views in making sense and predictions about their worlds, guiding behavior, and maintaining a sense of coherence, place and continuity’ (Swann, 2012, p. 26). This thesis looks at how these support groups are essential to female leaders. In navigating sensemaking, thriving female leaders would most likely anchor themselves to entities that align with their own self-view or self-verification (Sluss & Ashforth, 2007). Female leaders then begin to identify or ‘classify themselves and others into various social categories, such as organizational membership, religious affiliation, gender, and age cohort’ (Ashforth & Mael, 1989, p. 20) by choosing those mentors who align with their own selfverification. Identification allows people to persuade and be persuaded, and it helps us make sense of our experience by organizing our thoughts, making decisions, and anchoring the self (Sluss & Ashforth, 2007). Female leaders feel more at ease with a supervisor if that relational dynamic includes interaction and feedback consistent with that person’s self-view (Chen, English, & Peng, 2006). Thus, thriving female leaders can then place themselves in situations where they are seen, valued, and heard. Thriving is driven by a need for attachment (Feeney & Collins, 2015; Spreitzer et al., 2005), self-determination (Spreitzer & Porath, 2014), meaningfulness (Spreitzer et al., 2005), trust, role clarity, and effective decision-making (Spreitzer & Sutcliffe, 2007), but, until now, it has not been known how female leaders’ own intrapersonal and interpersonal communication through sensemaking, while drawing on multiple identities, leads to thriving. This research 19 establishes a clear set of proactive behaviors that foster thriving, providing theoretical clarity regarding positive psychological states and optimal functioning. Thus, the following research questions applied in this thesis include: H1: There will be a positive relationship between thriving and self-compassion. H2: Burnout will be negatively related to thriving and self-compassion. RQ1: In what ways do thriving Utah female leaders make sense of their leadership identity? METHODS AND PROCEDURES In order to address these hypothesis and research questions I conducted a mixed methods study that included a survey and follow up interview. The survey results were used to select the participants, which included a level of thriving measure. Those interviewed were measured as thriving. The focus of this paper is primarily on the qualitative finding. Qualitative Participants Participants include the highest-ranking female government leaders, chief officers from the state’s largest corporations, such as Intermountain Healthcare and Larry H. Miller, University Presidents and Vice Presidents, university coaches, non-profit business owners, religious leaders, small business founders and owners, and non-traditionally female-led industries such as the highest state positions in geology, engineering, and forestry. Of the 58 participants, all identified as female. The participants ranged in age from 18 to 86 and included 1 Latinx, 1 Asian, and 56 Caucasians. As 74% of Utah women are white (KKF, 2026), this is a study of white women. Of the 33 participants 73% were members of the Church of Jesus Christ of Latter Day Saints and 27% were not members. 20 Qualitative Data Collection After receiving IRB approval, qualitative participants (n = 58) were recruited within the state of Utah through a combination of purposive and snowball sampling techniques. It is a convenience study as it began with acquaintances and then extended from there. All interviews were digitally recorded. The interviews lasted 19 to 80 minutes, with an average length of 36 minutes. There were (n = 17) in-person interviews, and (n = 41) were conducted through recorded Zoom meetings to accommodate the schedules, location, and resources of these participants. Of the 58 interviewed, 34 participated in the survey and 33 had a score between 3 and 5, with 5 being the highest level of thriving and over 3 indicating that they were thriving. The data analyzed is from those 33 thriving interviews; however, it appears to be consistent throughout all 58 interviews. They were also asked, from their own perspective, if they felt they were thriving on a 1-10 scale, with 10 being the highest level of thriving. Those interviewed had an opinion of 6 or higher in thriving, with an average of 7.57. To keep the study anonymous, sudo names were assigned to the participants in this study. Quantitative Data Collection After receiving IRB approval, a quantitative survey (n = 207) was also conducted. Participants were recruited within the state of Utah through a combination of purposive and network sampling techniques. The researcher emailed all Utah female leaders at the city, county, state, and federal levels of government, as well as non-profit business owners, university administrators, university student leaders, and corporate leaders. 21 Quantitative Participants Of the 207 participants, 173 surveys were used and all identified as female. The participants ranged in age from 18-86 (m= 50.02) and included 2% Latinx, 85%, Caucasian, 2% Asian, 1% Pacifica, and 1% Bi-racial. The religious affiliations included 6% Protestants, 1% Jewish, 2% Buddhists, 5% Atheists, 11% Agnostics, 49% LDS members, and 18% “other.” It is important to note that 74% of Utah women are white and within that percentage there is a disparity in ethnicity and race regarding minority ethnicity and race. This research will not undertake a comprehensive analysis of this, but future research is encouraged to explore this further. Data Analysis The researcher analyzed the entire dataset together using the phronetic iterative approach (Tracy et. al., 2024). This approach includes an iterative consideration between theory, research questions, and emergent qualitative data. Using the constant comparative method (Charmaz, 2017), the author organized the data into individual thought units. The researcher iteratively analyzed the interview responses by examining them and assessing how the responses fit within the emerging themes, following a three-step grounded theory process (Pratt et al., 2006). First, first-order codes were created by evaluating statements and looking for common themes. Second, those first-order codes were integrated, and second-order codes were created. Third, theory was delimited by generating themes, moving from open to axial coding (Pratt et al., 2006). Themes were developed by examining how second-order codes aligned with extant theory to create a clearer picture of the underlying processes while evaluating the continued fit between the data and the emerging model. Figure I provides an overview of the process followed from first-order codes to second-order codes to themes for thriving female leaders. 22 -------------------------------------------------(Insert Figure I about here) -------------------------------------------------Quantitative Measures and Results A thriving measure created by Porath et al. (2011) was used to measure the level of thriving. The response scale ranged from one (“strongly disagree”) to five (“strongly agree”) was used. The scale items for thriving are as follows: “I find myself learning often,” “ I continue to learn more and more as time goes by,” I see myself continually improving,” “I am not learning,” “ I have developed a lot as a person,” “I feel alive and vital,” “ I have energy and spirit,” “I do not feel very energetic,” “ I feel alert and awake,” “ I am looking forward to each new day.” An alpha reliability of 0.84 was used. The burnout measure was by Maslach & Jackson (1981) and used to measure the level of burnout. The response scale ranged from one (“a few times a year”) to six (“everyday”). The scale items for burnout are as follows:: “Feel emotionally drained from my responsibilities,”: “Feel used up at the end of the workday,” “Feel fatigued when I get up in the morning and have to face another day of responsibilities,” “Feel that working with people all day is really a strain for me,” “Feel burned out from my responsibilities,” “Feel frustrated by my responsibilities,” “Feel I’m working too hard on my responsibilities,” “Feel that working with people directly puts too much stress on me,” and “Feel like I’m at the end of my rope.” An alpha reliability of 0.92 was obtained. The self-compassion measure was by Neff (2026) and measured the level of selfcompassion. The response scale ranged from one (“almost never”) to five (“almost always”) was used. Some of the scale items for self-compassion are as follows: “I’m disapproving and 23 judgmental about my own flaws and inadequacies,” “When I’m feeling down I tend to obsess and fixate on everything that’s wrong,” “When things are going badly for me, I see the difficulties as part of life that everyone goes through,” “When I think about my inadequacies, it tends to make me feel more separate and cut off from the rest of the world,” “I try to be loving towards myself when I’m feeling emotional pain,” “When I fail at something important to me I become consumed by feelings of inadequacy,” “When I'm down, I remind myself that there are lots of other people in the world feeling like I am,” “When times are really difficult, I tend to be tough on myself,” “When something upsets me I try to keep my emotions in balance,” “When I feel inadequate in some way, I try to remind myself that feelings of inadequacy are shared by most people,” “I can be a bit cold-hearted towards myself when I'm experiencing suffering,” “When I'm feeling down I try to approach my feelings with curiosity and openness,” and “I’m tolerant of my own flaws and inadequacies.” An alpha reliability of 0.92 was obtained. A multiple regression analysis was conducted to assess the relation of the thriving and self compassion measures. The outcomes were as follows: self-compassion was positively related to thriving (β = .26; p<0.001). Self-compassion was negatively related to burnout (β = .37; p<0.001). Burnout was negatively related to thriving (β = -.44; p<0.001). Thus, supporting hypothesis 1 and hypothesis 2 as there is a positive association between self-compassion and thriving, and a negative association between self-compassion and burnout and between thriving and burnout. I controlled for age, religion, ethnicity, and family placement. There were no significant controls. The intracommunication and sensemaking regarding whether they believe they are a leader, of those interviewed (n = 58), 39% said yes/absolutely, 25% yes/I think, 14% maybe/yes, 13% maybe/no, 9% no. Of the survey participants who answered the question, “Are you a leader?” (n = 173), 91% said yes, 8% said maybe, and 1% said no. The difference in percentage 24 could be due to the number of participants in the different research methods; however, it is also possible that it is easier to select a survey answer than to explain why one thinks they are a leader or not. Going deeper, this could relate to the dissonance women experience regarding how socially acceptable it is for them to claim leadership abilities and make sense of those situations and take action. Interestingly, when interview participants doubted or stated that they were not a leader, they were then asked to respond to the self-talk question, ‘am I influential?’ They were more confident in answering the question, “am I influential?” and the follow-up question was then asked, “Is it easier to answer ‘am I a leader?’ or ‘am I influential?’ All participants in this scenario stated that it is easier to answer ‘am I influential?’ In the survey, 76% said they are influential, 24% said maybe, and 0% said no, they are not influential. Qualitative Results Constant comparative analysis revealed that overall, female leaders felt Conscious Confident Leadership. The female leaders in this study were very conscious of their mental, physical, and emotional well being, and it was particularly evident through their self-compassion and decision making. Confidence was also a strong overall outcome as shown in their ability to decipher their current state and then take wise action and compassionately own their feelings and behaviors. Using one’s agency to navigate the cultural and environmental frustrations can be mitigated through active, conscientious intrapersonal and interpersonal communication, leading to thriving through sensemaking. This research found that, first, highly thriving female leaders do this by consciously using sensemaking and following specific actions that align with their self-view. These female leaders who understand their ability to lead and develop leadership skills can use mindful intrapersonal and interpersonal communication sensemaking tools when making decisions. Second, thriving 25 female leaders seek a strong support system, specifically through mentorship. When they are not seen, valued, or heard, one can draw on one's own understanding and self-view to navigate frustrating situations. Four sensemaking strategies emerged that seemed to create a strong sense of thriving in white female leaders in Utah: 1) Thriving through sensemaking of self-compassionate intrapersonal communication, 2) Thriving through sensemaking of intrapersonal communication of one’s environment, 3) Thriving through sensemaking of learning and vitality intrapersonal communication, and 4) Thriving through sensemaking of a supportive system. These themes were found throughout all of the interviews and surveys. Thriving through sensemaking of self-compassionate intrapersonal communication RQ1 looks at what ways do thriving Utah female leaders make sense of their leadership identity? The primary focus of this research is understanding how female leaders thrive through intrapersonal communication, sensemaking, and self-compassion. Overall, participants had a strong correlation between thriving and self-compassion (see qualitative results). Evidence of how thriving female leaders' intracommunicative self-kindness, sense of human experience, and mindfulness led to three codes in each area. Under self-kindness, these three main sensemaking themes emerged: 1a) empowering self-efficacy, 1b) strengths affirmation and celebration, and 1c) Kindness to past self. Under the human experience included these sensemaking themes: 2a) We are Human Recognition 2b) life fluctuations acknowledgement, and 2c) accepting human limitations. Mindfulness sensemaking codes included: 3a) intentional self-nurturance, 3b) sentience of self, and 3c) self-presence in struggle. Self-compassion significantly influences thriving. Most research on self-compassion has used the Self-Compassion Scale (Neff, 2003), which assesses self-compassion levels. The scale was developed to explicitly represent the thoughts, emotions, and behaviors associated with the 26 various components of self-compassion. It includes items that measure how often people respond to feelings of inadequacy or suffering with self-kindness. Self-Kindness. 1a) Kind Self-Efficacy Narrative. This research suggests there is self-kindness in these female leaders' level of self-efficacy, and that self-compassion may play a role in protecting one’s self-efficacy in the face of failures. (Liao, et al., 2021). The data showed many examples of empowering self-efficacy, which is the self-kind, self-confident intrapersonal sensemaking communication that these female leaders had with themselves. It reflected an “I can” confidence and kindness towards the self and their belief in their ability to accomplish and achieve. Phrases like, “I will knock it out of the park” or “ my nature is to change the world” reflect a confident kindness towards oneself. For example, when asked if they were a leader, participant number 15 stated, “I mean, unequivocally, yes, and like, I don't say that in a pretentious way at all.” Additionally, Hazel stated, “You have the power to do what you want to do, and I've always felt like I did. And the power to do what I wanted to do, and influence others and inspire others to do good.” Participants' self-talk regarding their abilities was kind and validating, explaining, “So yes, I do see myself as a leader and apparently other people do too” (Ella, a university vice president). They believed and shaped their identities through sensemaking with their kind, confident self-communication. This “I can” narrative is not only in the moment, but is something these leaders believe is part of them and always has been. “I think I was born with an awareness of what I call a leadership vacuum. And if nobody's in charge, somebody has to be in charge” (Sara, participant 26). Additionally, “I think leadership is something that we have inside of us, and I think that starts as a really young little child” (Olivia, an 82-year-old religious leader). Another example, 27 Yeah, like, just what comes out, I was born to lead. Yeah. It might be massive arrogance, but it's also, I think, it's a humble recognition. But am I a leader? I think today I would say with great confidence, I certainly hope so. And I hope I'm a good leader, and I hope I'm leading people to find their own leadership skills and capacity within themselves (Sara, participant 26). Going even deeper, participants reflected on their level of courage, stating, “I am not terribly afraid. So, that comes with enormous privilege, right, that I'm in a position where I can take some risks and suffer the consequences and still be okay. So that confidence or it's not fearlessness, but that bravery, right?” (Lucy, participant 25) and, “I know I'm capable, I know I'm employable, I know I'm intelligent, and I can put all that to work in a company or in my home, or the PTA or, you know, in a large project or whatever” (Sara, a 46-year-old nonprofit business owner). Hannah, a university president, said, “I think that's actually very important to just, at some point, you have to trust your instincts and go.” Grace, a 75-year-old assistant superintendent and alumni president stated, “I'm comfortable in making the decision. I think at some point, as a leader, you have to step up and make that critical decision.” Or “sometimes you feel very alone doing that, but often it gives someone else courage to say, you know what? I had the same question” (Leah, participant 50). Melissa, a university president, shared, Women don't put themselves out there. They wait to be asked. They don't apply for jobs, they wait, they wait to be recognized if they're doing a good enough job. But they have to put themselves out there. And yeah, that's exactly what I did (putting myself out there) my whole career. These statements reflect not only the sense of confidence but courage to volunteer, speak up, and own their behavior. This confident intrapersonal communication sensemaking creates an identity of courage and confidence. 28 The female participants explained how they made sense of the battle and fear of inadequacy by leaning into it. At times, these women have felt impostor syndrome or wonder if they belong or are capable. But like how Melissa tells herself, “the imposter syndrome wears hard, and I think often I shouldn't be here, but the modern president needs external skills and fundraising and friend raising and networking and that emotional IQ, and I have all of those” (Melissa, participant 53). Using sensemaking and creating action through self-talk messages among thriving female leaders, revealed that they consistently leaned into the unknown and built confidence to lead. They shape their leadership identity through their self-communication sensemaking and then lead the way. For example, I have finally decided that if I don't apply, you can't get the job. Women can't get a job if they don't apply. And maybe I won't get the job, but maybe I will help somebody who comes after me because I put my application in. Then at least I set the kind of create the yes, in all women can also do this job. (Elizabeth, a 72-year-old state senator) When these women transitioned into the workplace, feeling the unknown and uncertainty shaped their sensemaking self-talk into confidence that, as women, they were capable. Grace states, “I'll walk in a room of 30 people, and so many times, particularly early in my career, I was always the only female. But I think saying, you can do this, I was comfortable.” Another example, “I just, I honestly never said to myself, I don't think that I can do it, because I'm a girl for any other reason. And so, you know, I never, I never had that in my life” (Hannah, participant 48), or, “I walk in a room, and I'm confident that I belong there, right? (Ella, participant 38). They believe that it’s not only them, but all women, “People want somebody to follow. They are seeking out people whom they can emulate, who they can try to follow. So to me, it's like in every girl” (Lara, 49-year-old Utah first lady). Their intrapersonal communication and sensemaking action has been that as women they belong. 29 They also don’t define leadership by a high-up position or title. They choose where they lead and own it, stating, “I want to be a mother more. And even though I was not raised in that kind of environment, I really wanted to be a mom and, you know, take care of my husband and be a homemaker (Naomi, 76-year-old cochair of a major company, nonprofit foundation, and philanthropist). Or, for example, “I always had the philosophy that a title doesn't make you a great leader. It's how you make an impact on people in the mornings. You know, you don't need a title to have a positive impact on someone's life (Lily, a 54-year-old university assistant athletics director). Many of the participants defined their leadership not in the title, but in selfcommunicating and shaping their sensemaking to the narrative that they are a leader and choosing the capacity in which they perform leadership functions. For example, There is no greater way to lead than in your own family, in your own community. And to me, that's like a lesson learned that I've learned over the years is that motherhood and womanhood is a powerful place to lead (Lara, participant 52). And, I think you first, a lot of times the first thing that you go to with a leader is, oh, it has to be someone that's high up. They have to be a CEO or they have to be political. They have to be someone that like, has a title by their name (Isabell, participant 9). Additionally, some female leaders' narrative reflected their choice to lead in the home, stating, “I found this great voice for myself in the world (outside of the home), and all I really want to do is go do the dishes and do the laundry. But it feels different, because it's not like I'm trying to force myself into this box where my only job is to do the dishes and do the laundry” (Sara, a 46-year-old nonprofit business owner). This sensemaking reflects a shaping of their identity, that they are choosing where they lead and seeing the impact that they offer. 30 It is important to note that while these female leaders felt high self-efficacy in their ability to lead, in several interviews, these women spoke of their agency to leave unhealthy situations. Meaning, using sensemaking in situations they felt weren't in their interest, even toxic, their intrapersonal communication wasn’t an unhealthy self-talk of “I can and will do this no matter what.” These female leaders left unhealthy situations that in uncertainty, they sensed were affecting their ability to thrive. One said, “I quit, because it was just, it was burnout to the max. It was taking so much energy that I wasn't able to thrive” (Ava, participant 11, a 67-year-old company owner), and “I was working for a president whose values did not align with mine or pretty much anyone else. And so I left. That was how I dealt with it” (Ella, participant 38). Even at great risk, they protected their thriving, as Zoe, a 48-year-old chief corporate affairs officer of a large company, shared, “The culture of our team where we became very territorial and protective of our space, and I didn't like that at all...I was humbling for me. It was the first time I was unemployed in 20 years.” They valued their freedom and thriving stating, “I'm never going to let that happen to me again. I'm never going to let somebody else completely control my own destiny” (Mary, a 55-year-old small business owner and author). During these times of high uncertainty, novelty, or change they acted in a way through sensemaking that prioritized thriving. The examples shared throughout the interviews showed great courage, self-compassion, and empowerment. Importantly, the internal sensemaking led the participants to prioritize their wellbing and saw the bigger picture, even if it was risky or caused uncertainty. The “I can” self-efficacy did not mean that these women persever in all situations and at all costs. The data reflects that these women demonstrate the ability to leave situations that are unhealthy. By doing so reflects persistence and wisdom to step away when necessary. 31 This self-efficacy was developed through self-kindness, affirming self-talk, and sensemaking of one’s environment. The “I-can” mindset reflects a foundation in confidence and compassion towards oneself. There is less dependence on external validation as they build their leadership identity through empowering intrapersonal communication. 1b) Strengths Affirmation and Celebration. Participants expressed that in the uncertainty, novelty, and changing of their abilities, they celebrated the sensemaking discovery of what they offered as leaders. They had put thought into their strengths, and the focus was on strengths, not weaknesses. These leaders recognized, were kind to themselves, and found celebration in their strengths, for example, “I think it's, it's a confidence in your own abilities. and a lot of people don't feel that right off, but doing things that are hard and pushing yourself out” (Lara, participant 52), or “I did that job and I did a really, really, really, really, really well” (Mary, participant 55). Their understanding of strengths is often specific and clearly articulated. Participants identified qualities such as speaking up, fostering collaboration, being authentic, maintaining positivity, and following through on ideas with action. Importantly, this recognition goes beyond simple awareness—it includes a sense of validation and even joy in what they contribute. These leaders not only know their strengths but actively value and celebrate them as essential parts of their leadership identity. Their sensemaking discovery of their strengths was specific, like “I haven't been afraid to speak up” (Ivy, participant 42, a 45-year-old Utah department of natural resources executive director), or “I had the ability to make them know that we were in this together” (Grace, participant 34), or “I became very adventurous. I'm very authentic. You know where you stand and how I feel” (Naomi, participant 46). Additionally, “I was always an achiever. I am very powerful. I am outspoken. But when you get me, you get me. So authentic. I'm very authentic” 32 (Naomi, participant 46), and “I am really good at being on the positive. I'm easy to work with. I don't have a problem usually working with anybody” (Mia, a 49-year old teacher and religious leader). This sensemaking not only led to the pinpointing of their leadership abilities, but they found joy in their strengths, for example, “I was willing to do it or have the ideas, you know, of what we should do as a group. I'm willing to do the work as well, which in my mind, is a big thing” (Nora, 58-year-old Utah state engineer). It wasn’t only expressing the recognition of the ability, but it was the validation of the ability being offered. It is important to note that there were very rare incidents of self-deprecation regarding weaknesses. There was acknowledgement of things to work on, but not self-deprecation, for example, “I might have characteristics to attributes that people don't like, or people don't appreciate, but I'm at a point in my life where I'm okay with that. Like, I don't need everybody to like me, right?” (Mary, participant 55), or “if I do make a mistake, it's going to be accepted and it's going to be okay” (Ivy, participant 42). Additionally, “I've really had to work on is giving myself grace because I am never going to be perfect at all of them at the same time” (Violet, participant 29). This grace was evident in the interviews as leaders spoke about their strengths while also recognizing they don’t have every leadership strength. Consider these two quotes, I just always felt like when I spoke up in a group, people would listen to what I had to say, and that what I had to say mattered and should be said (participant 23, 52-year-old nonprofit business owner), and I had something that people respected, and I knew how to do some things. I knew I had specialties in that people sought me out for that (Elena, a 64-year-old top global thought leader and founder of a large women’s organization). In summary, when the female leaders recognized their strengths, it was done in celebration and confidence. In this section participants sensemaking recognized, embraced, and 33 celebrated strengths in times of uncertainty and growth. Uncertain times often can lead to a recognition of limitations, but that is not the case here. There was intentional reflection on abilities and building confidence in them. The data shows evidence of self-talk rooted in acknowledging accomplishments, especially beyond one’s comfort. 1c) Kindness to Past Self. In making sense of past experiences, the uncertainty and sensemaking of how that validates or invalidates current character, the participants sensemaking showed that they “can really lean into life experiences” (Brittany, participant 28) and participants were kind to their past selves. Even finding strength and support in the narrative, saying, “I remember being a strong leader among my friends as a kid in kindergarten” (Melissa, participant 53), or “I ended up leading a lot, even when I was a youth. I've always viewed myself really since I was young as a leader. I don't wrestle with that” (Elena, participant 47), or “I immediately, in elementary school, said, I'm going to have a club, and I'm going to be a leader of that club,” (Hazel, participant 24), thus creating an identification with that narrative. Sensemaking between past self and current self revealed that kindness prevailed as they reflected on the question of leadership qualities in their youth, said Mia, “I looked back to things that I did and I'm kind of impressed with my little teenage self, right.” Additionally, I was comfortable stepping up or I didn't hesitate to try to have a voice, or I was not nervous about being a dissenting opinion. I mean, things like that, that I think can be characterized as qualities of leadership, were things that maybe be part of my personality, as when I was younger (Jill, a 45-year-old university associate vice president). And some realized that they didn’t always see themselves as a leader in their youth, but that it evolved, stating, “I started to recognize that I am a leader in high school. I can take that on, or, oh, I can do this, and then, you know, towards the end of high school, I realized, oh, I actually 34 am a leader,” (Heather, 43-year-old small business owner), or “I think I probably knew I was a leader in high school. And so I think I probably knew early on” (Zoe, participant 37). The participants didn’t rely on a title in their youth. They shaped their internal narrative, validated their experience, and leaned into an internal confirmation of their leadership abilities. This quote reflects this concept, I wasn't the most popular among my friends. But despite that, I still felt like a leader. Like, I still felt like I was important and I was valuable and I, and that I belonged, right? I ran for class office and I lost like, I wasn't even getting tons of validation from my peers, but I think I just had a sense. that I was good enough (Julie, participant 23). And this quote goes even deeper into the choice of self-communication the narrative of leadership in those moments of self-doubt, I had to rely on those other voices because in the actual school, I was like, yeah, nobody thinks I'm great. But my parents think I'm great, and God thinks I'm great, and I am great. But boy, I had to add more of those internal dialogues because I felt like a lot of external devaluation was going on, and certainly have been discouraged (Hazel, participant 24, a 59-year-old university assistant dean). At times, it was also taken into further analysis, reflecting on the alternative negative selftalk. The outcome was to choose to be kind to their past selves because it is not helpful to selfdeprecate, for example, Just being comfortable with who I am and recognizing the growth without beating up my past self, because that's hard. If you recognize how much you've grown, the flip side of that coin is, man, I was a schmuck to begin with because I had a lot of growth that needed to happen (Sara, participant 26). 35 A deep belief of the abilities emerged as participants talked about their past self, even as an inherent part of who they are. Framing their identities from an early age, not only learned, but also innate and internalized. There was confidence, but also humility in the narrative. Therefore, displaying the ability to acknowledge their strengths without being arrogant. This also supports the self-efficacy narrative stretching over different stages of life. In summary, three outcomes emerged from the data: choosing kind self-efficacy, recognizing and celebrating one’s strengths, and kindness to one’s past self. Thus creating an identity of kindness and confidence which is shown to be foundational in the thriving female leader. In times of limitation, participants showed self-compassion to themselves through their self-communication. They rarely were self-deprecating, but consciously shaped their perspective as one of acceptance of imperfection and confidence in their value, in spite of what others may think. They gave themselves grace during these times. It balanced the idea of confidence while being imperfect. We are all Human. A main component of self-compassion is our common humanity. When we make a mistake or struggle, we tend to be irrational and also experience intrusive feelings of isolation, imagining we are alone and the only ones who experience difficult emotions (Neff, 2026). However, the participants' sensemaking reflected that we all suffer, but not in the same ways or to the same degree (Neff, 2026). According to the definition of being “human” it means being vulnerable, flawed, and imperfect (Neff, 2026). These female leaders recognized our common suffering, which leads to connecting rather than being separate in isolation. 2a) We are Human Recognition. 36 The concept that we are all human has a message that others are going through what I am going through, and that we are not experiencing life alone. The participants showed evidence of sensemaking narrative that we are all human, during change or uncertainty in mistakes. Offering themselves intrapersonal communication that creates the identity of unification with others in the world or a large majority. This is reflected in comments like, “And it was like, well, what would any human being do?” (Grace, participant 34), or “I'm not perfect, because none of us are” (Lily, participant 32), or “I would say that's probably human wide, right?” (Catherine, a 44-year-old religious leader). In this coding, some participant sensemaking rejected imposter syndrome through the idea that we are all human with data like, “Well, I think that imposter syndrome, we all experience it sometime or another” (Brittany, participant 28), or “I mean, I have it, I'm like anyone I have imposter syndrome,” but in addition this participant expressed how they fought it saying, “ but I try not to give it a lot of space in my head because it gets in the way of doing the work that is what I really want to do” (Lucy, a 56-year-old university dean). This suggests the awareness of using “we are all human” self-talk as the ability to dissipate imposter syndrome, which is evidence leading to thriving. These female leaders created a sense of connection rather than isolation by reminding themselves that imperfections and challenges are universal. This mindset helped to normalize their experiences and reduced negative impact. This is an example of a protecting tool. By reframing imposter syndrome as something that everyone faces, this action served as a tool to not interfere with their ability to lead and overall confidence. Outcomes of this type of selfcommunication nurtures resilience, unity, and a more grounded sense of self which supports the ability to thrive as a female leader. 2b) Life Fluctuations Acknowledgement. 37 Part of the human experience is that life is not always consistent, but uncertain and changing. The perfectionist expectation that one must do well in everything all at once is not a realistic expectation. Leadership often requires much from a person, and self-compassion fuels resilience (Neff, 2016) and a greater capacity to lead. The data shows that these thriving female leaders sensemaking of personal challenges and changes, is that they are part of the human experience, stating, “I mean, suffering, I think, happens, no matter what, in life. You know, I think it's part of our human experience” (Betty, a 41-year-old nonprofit business owner), and “I think it's important for women and leaders to know, like, we all have cycles and we all have up moments and we all have valleys that we go through” (Zoe, participant 37). This reflects an intrapersonal communicative and sensemaking narrative based on self-compassion. The data showed that participants' sensemaking did not dwell in their difficult situations, but realized it is all part of the human experience. They saw that most of their struggles were temporary and leaned into them. They found stability by looking forward to the future, saying, “I kind of escape burnout because I never thought in four months, I'm going to be in the same situation” (Grace, participant 34). Zoe explained, “I needed to get through those, you know, 45 days of a legislative session, because some days I was winning and some days I was losing. I think that helped give me the energy.” In overwhelming times, these leaders’ sensemaking leaned into the ups and downs of life narrative. This quote by a Sophie, a 50-year-old teacher and religious leader, reflects that internal conversation, But probably like I feel like I'm thriving with my kids and school, and then probably everything else is probably suffering a little bit right now because I'm not putting a ton of energy into it or time into it. Right. Which is natural. That's how life is. It's ebb and flow (Sophie). 38 Participants explained that life has highs and lows, thus giving themselves grace during the low times of their leadership journey rather thing judging themselves harshly. This self-talk becomes a tool to manage feelings like imposter syndrome or burnout as they see that these experiences are part of the human experience. This tool support forward-thinking, resilience, and the ability to lead on despite the natural lows in life. 2c) Accepting Human Limitations. These female leaders sensemaking leaned towards self-compassion in recognizing limitations and accepting oneself in that space. As stated by Ivy, “If I do make a mistake, it's going to be accepted, and it's going to be okay.” Recognizing that we are all human is also recognizing that we have limitations. Olivia said it well when she said, “There's nobody here that has all the exact right answers,” and “I mean, I'm a human after all, so again, it's there” (Lucy, participant 25). The data revealed that female leaders are also mindful of their limitations and find strength in accepting themselves, as reflected in this statement from Violet, “I've really had to work on giving myself grace because I am never going to be perfect at all of them at the same time.” Their sensemaking led towards self-compassion towards the understanding of human limitations. The participant not only accepted their limitations but also sensed the value of working together to make the greater whole. This is reflected in statements like, “I don't always know all of it right then, but I learn a lot from everybody” (Elizabeth, participant 27), and this statement from Jill, “I'm not afraid to say I don't know. I'm not afraid to tell somebody I don't know where to ask questions. I think some people perceive that to be a weakness. I don't.” This participant saw strength in owning their limitations and in using that understanding to then take action. As Catherine stated, “You don't have to have it all figured out when you start, just like I said, like a vision, and then you start moving forward and adjust as needed throughout the course.” Their 39 identity reflected that they didn’t have all the necessary skills and made sense of uncertainty by recognizing unfamiliar abilities in others. Participants' acceptance of the human experience allowed them to reflect on the idea that humans have limitations, but this opens the opportunity for growth. This positive sensemaking becomes empowerment for leadership and contributes the outcomes of a thriving female leader. Mindfulness. During change, novelty, or uncertainty, the participants’ sensemaking leaned towards a balanced, mindful approach to their suffering, neither suppressing nor exaggerating it, which aligns with the concept of self-compassion (Neff, 2026). They approached it by treating themselves like a friend or by stepping outside the way we look at things, which then puts our own situation into perspective (Neff, 2026). Mindfulness is accepting the reality of the moment and turning inward to our pain (Neff, 2026). It prevents us from becoming overwhelmed with difficult thoughts and feelings, so we aren’t swept away by negative reactivity (Neff, 2026). They navigated to a mindful place during change, novelty, or uncertainty as a female leader. 3a) Intentional Self-Nurturing. The participants explained that they began mindfulness by sensing ways to separate from the fast pace of their responsibilities. In doing this it facilitates time for self-reflection and prevents becoming overwhelmed. It opened space to navigate their sensemaking. As Ivy stated, “I think in a way you have to reset yourself.” Julie explained it this way, “I exercise every day. I try to get enough sleep at night. So I try to do things that will help me maintain my energy for doing the things that I care about.” By taking time to be mindful through an activity, participants find separation and are able to rejuvenate, therefore facilitating a mindful narrative and selfcompassion for their physical and mental wellbeing. 40 Pulling back allows one to self-reflect and rejuvenate in sensemaking moments. It allows one to be in the reality of the moment. Chloe, a 53-year-old university associate dean) explained stepping out of the moment this way, “I'm going to go sit in the and just relax from the end of the day. And being able to say no, it's okay, not to go, go, go, go, go all the time, and be able to pull back and kind of take that time and turn off and just truly relax.” Leadership brings much responsibility that can drain energy, time, and require the mind to constantly be sorting through the list of tasks and responsibilities. Stepping out of the situation brings one to the current moment and is self-care. Violet explained an instance where they did this saying, “I ended up just honestly taking the afternoon off and going home and taking a nap, you know, and sleep is a huge thing for me.” This slowed the sensemaking process and brought clarity. Participants express that exercising regularly helps with the stress created with these responsibilities, for example, “The other thing is I work out religiously every day, really hard because it wasn't as much for physical fitness, but it was my endorphins and it cleared my mind and it alleviated my stress (xz, participant 37). This explains the clarity of what happens physically when one exercises and how it is self-kindness in that it creates discernment and awareness in sensemaking moments. Leisure time away from the daily responsibilities was another way female leaders made sense through mindfulness and self-care, explaining, “I travel a lot. And so to avoid burnout, I would always have a trip planned (Grace, participant 34), or “I've just taken a day off to go do something fun by going into the mountains or into something that's spending time with family” (Lily, participant 32). The anticipation of a trip or separation from responsibilities creates motivation, and akin to a friend helping us to go just a little bit longer. And when the event takes place, it allows for rejuvenation and connection with ourselves and others. 41 By stepping way from the weight of the demands of leadership responsibilities through mindfulness, this tool increases thriving in female leaders. Rest, exercise, and quiet moments of rejuvenation allow for a “fly on the wall” perspective that leads to increased vision and thriving. They are able to reset, reflect, and prevent burnout. Rather than concerning themselves as being unproductive, this is essential to maintain energy, clarity, and emotional balance. It slows down the thinking process and allows for greater awareness and self-compassion when approaching challenges. 3b) Conscious Self-Sentience. Conscious self-sentience is the awareness of one’s feelings and the capacity of those feelings. Overwhelmingly, participants during times of uncertainty, change, or novelty spoke regarding their active mindfulness to create space for their feelings, abilities, and capacity, and how they then took action in their mindful state. Chloe explained their mindful thought process saying, “Knowing your true north, knowing who you are, knowing what direction you want to go, because if you know that, then you can have a vision to share with others,” and Zoe explained, “I did promise myself that I would fight for what I needed for myself.” It wasn’t just being aware of their feelings, but giving space to sense the feelings they had and then taking action. Participants explained that mindfulness of their feelings is “remembering why you're doing this and the difference that you're making and two, the people that you're helping within the division and I feel that we're truly making a difference. And that's a way for me to like mentally reset myself and then try to disconnect (Ivy, participant 42). These women explained that they mindfully paced themselves and were aware of their time and energy. For example, “It's that really where I want? The majority of my time to go (Evelyn, participant 12, a 64-year-old religious leader) and “I think that I pace myself,” (Grace, participant 34), and “But the me that I 42 saw we were getting to a place where pushing the boundaries or not fulfilling what was needed was becoming our norm and we needed a reset” (Charlotte, a 46-year-old teacher and religious leader). These responses reflect a constant finger on the pulse of their feelings in order to manage the responsibilities and burdens of leadership. These female leaders sensed how they were challenged in situations that caused burnout and then created spaces for mindful protection. Lucy explained, “Almost every day when you encounter something and you're told you can't do this and you disagree and those are moments that threaten burnout,” and later stated, “I'm not a person who spends a lot of time with doubt.” This is a self-compassion through mindful awareness and protection to those things that would threaten one’s mental health. This is a statement of conscious self-sentience. It is self-awareness through intentionally recognizing, processing, and responding to emotion, particularly during uncertainty or stress. These women create a space of understanding and then take thoughtful action, rather than suppressing the feeling. They stay grounded in their purpose by reflection and in that awareness making choices to guide decisions and maintain direction. Mindful self-awareness is when “you get your clear vision and you get some concrete ideas of what do I want to accomplish and what I think that that's where that joy and that thrill for leading,” Charlotte explained as they went through a mindful process, explaining the benefits of mindful self-awareness of their feelings and the outcomes that are associated with taking time in one’s feelings. Additionally, mindfulness was explained as, “when I felt like it was too much, I knew I had to back off and take care of myself (Evelyn, participant 12). These statements reflect a mindfulness of self and awareness of feelings. It is actively taking the time to care and understand one’s experience and feelings. 43 Understanding one’s tendencies and showed to be a continuous effort in making sense of and then shaping one’s perspective. For example female leaders shared, “I try really hard to catch myself and be positive because I know I can take myself down pretty quickly (Melissa, participant 53), and “I tell myself, you don't have to do this, you're doing this because you want to. It's meaningful (Hannah, participant 48). The action taken is one of self-regulation in mindfulness and the setting of boundaries, first for oneself and then for those around us. “I think, having really healthy boundaries will help you get through them and then reestablish your, you know, sense of energy, you know, I'm feeling good about my situation and who I am and what I'm contributing. But what, boundaries was a game changer for me” (Hazel, participant 24). It is even in self-awareness of feelings of pride, as reflected in this statement “there's a fine line for every good leader, every good leaders, again, that self-awareness that, man, I'm really good at what I do. I better go do something that humbles me and keeps me meek so I don't become that arrogant jerk (Sara, participant 26). This is awareness of one’s own tendencies and how they then impact our feelings. As shown in the data, these women understand their tendencies such as overextention or self-criticism and in response use the tool of taking intentional actions to manage them. Such as labeling and noticing negative thoughts, remembering their purpose, setting boundaries which then preserved their energy and mental health. As a result to this attunedness, these female leaders navigated with clarity, protecting their health, and led more effectively. 3c) Self-Presence in Struggle. Utah women leaders would act in kindness by being present with themsleves in a hardship or struggle, allowing for oneself to make sense of, feel, and accept the feeling. This then shapes their identity of how they see themselves in the challenge. Another way to describe the process is emotional agility, which is navigating life's challenges by accepting and working with 44 your emotions, rather than fighting or ignoring them, and seeing them as data rather than directives (David, 2016). For example Lucy said, “Sometimes I just have to spend a lot of time in my head until I work things out. Yeah, so sometimes I just need to work through it myself, and Lara express, “I'm getting through this really tough part,” and “I had to sit back and say, okay, you're doing what you can do, all that you can do, but there's times that you've got to take some time for yourself (Evelyn, participant 12). Feeling the challenge and pausing for self-kindness directs and slows the sensemaking process, making it clearer and understandable. The sensemaking of these leaders reflected acceptance and not fighting the emotion is reflected in this quote, “Am I making the influence or difference that I want to make? Or am I just feeling like I'm kind of knocking up against it? (Hazel, participant 24). Leaders reflect thriving in explaining how they felt by sitting with the emotion, stating, “It is a bit empowering to be forced to sit and think about that (Catherine, participant 30). Another example from Sara, “I chose in that moment to let that loneliness be my narrative. And sometimes that's okay, right? Little pity party, little sit in it, like, well, okay, I'm just going to feel sorry for myself.” It is gently and kindly allowing the emotion to be data and navigating what that feeling means. This then gives clarity in how to move forward. It is a process that leads to greater resilience (David, 2016). By allowing the practice of emotional gility through fully experiencing and processing the difficult emotions, it allowed for increased thriving. These women would “sit with” their feelings during hardship, and viewing these feelings as useful information that tells their story rather than something painful to avoid. They gave themselves permission, but also the right to pause, reflect and create space for deeper understanding and clarity. As a result it slowed down the sensemaking process leading to a productive way to better interpret their experiences and 45 make decisions. This tool of acknowledging and working through emotions fosters thriving through resilience, empowerment and greater leadership. For additional qualitative data on this section see appendix. -------------------------------------------------(Insert Table 2 about here) -------------------------------------------------Thriving through sensemaking of intrapersonal communication of one’s environment The three codes that emerged from the thriving female leaders' internal self-talk regarding their environment analysis include: 1) expose imposter syndrome, 2) agency in the lack of agency, and 3) opportunity gleaning in challenges. Expose Imposter Syndrome. These women see other women in their environment with the feeling of inadequacy of being a leader, making sense of it by sharing, “I think that's a real challenge for women to see themselves as leaders (Heather, participant 57). Isabell spoke in trying to make sense of why that is, said, “I don't know if it's like a female thing, but I think all females at the beginning will be like me? I'm a leader? It was further analyzed by Jill when she shared, “I think there's lots of women who think in their heads, yes, I am a leader. They will not vocalize it. They will say, "No, I don't really see myself as that. I don't know how people view me.” She went on to explain, “I work with people around me who are exceptional women, who are absolutely leaders, who shape and I mean, they're incredible, but yet they're not going to talk about themselves that way, and I don't know why that is.” She then explained her own perspective of her leadership ability, “but I do think that, for some reason that, like real resolute strength and, like, yes, this is who I am, and 46 it's okay for me to say that I view myself that way.” This is not the only example of the awareness and response thriving female leaders have to stereotypes in their environment. They recognized the cultural norms that don’t align with their sense of self and in response, had a strong resolution that they were capable leaders. Here is another example of what thriving female leaders observe in the women around them regarding imposter syndrome, A man will see a job opening and say, "Oh, I should totally go for that. I'm 20% qualified, but, hey, look at me." And a woman will go, and I've had women come and talk to me about applying for physicians who did this. They were 90% qualified, and they said, "Well, I'm missing that bullet point on the job announcement. So I don't know if I should apply. And I'm like, no, you need to apply (Hannah, participant 48). And this quote, There aren't many men who are going to say like, oh, I don't think I deserve to be the VP. Right? Like, I don't think the men are to be like, I've got two years experience, so of course I should be the VP, right? (Lucy, participant 25) As discussed, these women recognize impostor syndrome. Specifically, given the cultural norms, the tendency to underestimate their qualifications compared to men. As seen in examples where men may pursue opportunities with minimal qualifications, women often hold back unless they feel fully qualified. Thriving female leaders use the tool of noticing and naming this pattern, while, challenging the narrative and encouraging women to seek leadership roles. Imposter syndrome can be put under the spotlight by these women, and in doing so it dissipates any shame associated with what they are feeling (Brown, 2006). Shame is defined as “the intensely painful feeling or experience of believing that we are flawed and therefore 47 unworthy of love, belonging, and connection.” (Brown, 2006). These women are fighting shame and imposter syndrome, but exposing it for what it is and then finding greater resilience in moving forward as leaders. Exposing imposter syndrome is a tool women can use to thrive as leaders. When they Openly acknowledge impostor syndrome and self-doubt, it reduces the shame associated with those feelings.Rather than internalizing these negative feelings, it exposes them and allows for clearer awareness towards truth. They can then confront limiting beliefs, build resilience, and move forward with greater confidence. This tool is strengthening both their own leadership and that of other women around them. Agency in the Lack of Agency. Participants were not deterred by the challenges in their environment and made a conscious effort not to feed the narrative, intracommunicating that they will have agency when their seems to be no agency. It is important to note that thriving female leaders left situations that were not in their interest or toxic, which is addressed in the intrapersonal thriving section of the paper. This cultural narrative is explained further in this statement, “I think sometimes the narrative, particularly around here in Utah, it's either or. You're either at home and doing all the homemaker things, or you're the leader in dominating the career field, and we're very critical of each other, regardless of what we choose,” She goes on to say, “I don't think we give ourselves enough room for what's along that spectrum. And I don't know that we as women give enough respect to each point on that spectrum” (Sara, participant 26). This cultural message leads women to make sense of their abilities in the workplace by doubting their abilities. For example, “I have seen hundreds of women have so much to offer, 48 and so many of them don't have confidence and they don't believe that. I think it's probably a lot of it has to do with cultural messaging” (Julie, participant 23). However, thriving female leaders' response to this narrative is reflected in these statements, “I never felt that I couldn't share my opinion or that my opinion wasn't valuable. And if they thought that, then I just, it really didn't get to me much (Grace, participant 34). But given that thriving female leaders observe the response to the cultural narrative, they are hopeful, with quotes like “We are taught and told certain things, and so it bleeds into culture. And so it makes opportunities for women really hard to obtain. From a cultural standpoint, and I think just, in general, from our ecosystem, but I think it's changing” (Heather, participant 57). Thriving female leaders recognize the cultural and structural challenges women face, but consciously choose to find their agency. They feel they can continue to associate with their belief system while being within the culture and community organizations. They also observed that some women may believe the imposter narrative and observe some women wait to be asked to lead, and observe some women feel they are confined to certain roles. However, these thriving female leaders maintain a strong narrative of the capacity and capability to lead as conscious choice. They actively reject discouraging cultural messages and assert their right to contribute, lead, and participate. Participants spoke to how they make sense of the challenge of women not taking action and that by taking action it becomes an obstacle, not a barrier. Sara reflects this in this quote, “I think if we as women really expect men to give us more room at the table to be leaders, we have got to own up to the fact that we've actually had it for quite a while. We're just not recognizing it,” and “I think, again, for women, that's a really easy trap, right. You don't want to be assertive. You don't want to take the opportunities. And if you just wait for them to come to you, it's not 49 going to happen” (Lucy, participant 25). Sara reflects the ownership self-narrative and response to an environmental challenge, saying, Oh, I don't have anything on my resumé, right? We need to take charge of that narrative. And we need to look beyond the paycheck, and we need to look beyond the title and find out what leadership and experience really are. And I think that's where we'll change. That's where we'll start to see societal changes, but not until then. Opinions were expressed that “it does feel like you have to work a little harder as a woman” (Lucy, participant 25). However, this quote addresses the challenge but reflects the confident mentality of the thriving female leader, I think sometimes women have to be overprepared, and I think we have to work harder. Like I would sit in my office at the district office, and I would see everybody pulling out of the driveway, and I thought, I need to go home too. And I didn't feel like a martyr, but I wanted to be just that much more prepared. And so, because of those experiences of feeling prepared and not off guard, and when I go in, I know I can deliver (Grace, participant 34). Going deeper into this challenge of a woman having to be more prepared is also the contribution of the scarcity mentality. Ava said, “You're gonna have competition, hugely in Utah…I think (it’s) a scarcity mindset. I think it can be lethal.” This scarcity mindset can be a problem as there becomes scarcity when the leadership roles are less available or claimed by a women as a result of cultural development and perspective. She goes on to say, “When you have a scarcity mentality, especially for women, because there are so few women around at the table in leadership positions and you'd feel maybe threatened by another woman being there, that's dangerous (Leah, the 51-year-old Utah lieutenant governor). Both quotes have strong wording of 50 “lethal” and “dangerous” which reflects an effort to eliminate a scarcity mentality, thereby aiding female leadership growth and finding ways around a potential barrier. However, thriving female leaders are consciously aware of the scarcity mentality combined with the culture, and create a sensmaking narrative of thriving by using their own agency. Another challenge these leaders addressed is the sensemaking that women are only qualified for certain industries. Mary said, “And you go to other places and it's not a big deal for a woman to be a CEO of a major company. But it's a big deal in Utah, right?” This may also be explained further by this quote from Zoe, I do think there are some industries that are challenging for women to succeed in. I also think women sometimes in leadership roles get slotted into roles like mine, communications and corporate affairs, and HR. And I'd like to see more female CFOs and COOs and CEOs. And so, you know, I think that is something we should still be working on very hard. A challenge that female leaders addressed is that many women within their environment only lead in their networks as that is where they are comfortable. Ava said, “because of the network and people only look at people in their own individual network. I know people that I've thought, oh my gosh, why have you not ever been an influence or a leader?” Other thriving leaders expressed frustration that the women around them were waiting to be asked to lead, stating, “I get frustrated when I hear people like, I would really like to help. I just don't know how. Like, there are millions of places that you can use your leadership skills to better your community” (Lara, participant 52). She goes on to explain, “I think it's so overlooked how many opportunities we have right in our own neighborhoods.” What they were implying is that sometimes women in Utah stay within their own networks to lead and wait to be asked. This mentality lacks the choice to take action, possibly 51 agency. They also spoke about women feeling that that is the only safe place where they feel comfortable to lead. This thriving female leader spoke to the self-narrative regarding why women don’t extend outside their network and when they are leading why they don’t acknowledge it, I think too often, especially in our culture here in Utah, we look at leadership as a calling that is given to us. Instead of a calling that we assume ourselves, and we look at it as something that's maybe formal, when it really can be very informal and very effective in an informal way. There are so many ways that women can serve and lead in their homes, in their communities, in their churches, and in government. 50 The participant addressed the challenges, but in those challenges fought for their agency. Further evidence that thriving female leaders do not accept it as a barrier is in the hopeful narrative in response to the challenge. It encourages movement and forward action. Olivia shared, “I take heart in seeing that the progress is there and the opportunities are there if we just step up and say, I'll do that. Let me try that,” or Grace stated, “I've seen a lot of growth and a lot of movement. So, you know, but those things, I think, I slowly see that changing so much, where it's not a sin to be a working mother.” A hopeful narrative of “things are personally changing for the better” (Hannah, participant 48) regarding female leadership at the top of companies, Lily added, “I felt that it was very top heavy and male leadership when I first started. I look at the leadership in different roles. We have a lot of more female leaders here, which is absolutely love. I think it's gotten better,” and Grace shared, “It's a huge season of women, of women, women, having the opportunity to get into those roles. And I see that all the time where women's philosophies are changing, ” and “I think we're better. And I don't feel like I work in a patriarchal environment or that I'm dismissed because I'm a woman, but I do think we have room to improve (Zoe, participant 37). 52 Even though the barriers are recognized, there is a hopeful narrative and an acknowledgement of the change. Overall, the theme is ownership and proactive behavior came out through this data section. These leaders believe and encourage women to use their agency step forward, claim opportunities, and redefine leadership beyond titles or traditional paths which then leads to progress. The action and example include preparation, persistence, and expanding beyond comfort zones. They also challenge harmful mindsets like competition and scarcity among women. It is important to note that they discern, and use their agency to leave toxic or unhealthy environments rather than endure them. Additionally, these women have a hopeful and forward-looking perspective. They acknowledge progress in increased opportunities and representation for women. They teach and believe through example and word that continued change will come through courage, visibility, and collective effort. This self-communication tool leads to resilience, optimism, and a commitment to growth, viewing challenges not as limits, but as opportunities to, grow, lead, and create change. Opportunity Gleaning in Challenges. There is a certain optimism and opportunity gleaning that women are using as their intrapersonal narrative. Regarding Utah, comments were made such as, “I think women's opportunities to lead in Utah are more abundant than they seem. I think a lot of them aren't invisible. And it's not just that they're not visible to the outsider” (Sara, participant 26). Additionally, Emily stated, “All kinds of opportunities that are there if you're looking for them or if you're willing to, to do them.” These women are looking for opportunities and adjust their intrapersonal self-communication to challenges by finding the opportunity. They recognized the challenges, but did now allow or choose to feel like a victim. 53 In regards to negative messaging or education availability to women, this is an example of their self-talk, and, “I think an education for women is so available in Utah, and that's such a bonus that we have universities everywhere (Ava, participant 11). Given the cultural challenges, these women are using their agency to fight for finding the better. It seemed to give them hope and push against negative messaging. Given the statements earlier regarding some of the cultural challenges in Utah, these quotes give insight as to how female leaders shape their response to those challenges, “I think there's no place else on earth that women have more opportunities for leadership than in the Church of Jesus Christ of Latter Day Saints. I truly believe that, and I see it every day, I see it every day” (Olivia, participant 17), and “I just think the leadership, especially because we have the background in religion that we do, the religious background we do, I think the leadership opportunities are constant for us” (Mia, participant 6). Additionally, Hannah explains the opportunities in the primary religious, but explains some of the challenges, too, stating I think that women do have a lot of opportunities to lead in Utah (referring to the Church of Jesus Christ of Latter Day Saints). If you're asked to do it, then you do it, and you do the very best, you can. So I do think there are opportunities for women to learn how to lead in that way. I do think there are some limitations for the same reasons where tradition often leads women to feel that that's their only place where they can lead. And I obviously reject that, and so I think that does put limitations on some women and also some men put those limitations on women, which ones again, I reject. Sara explained how to navigate other stereotype challenges by finding the opportunity, I think a lot of us spend time sitting on our hands, because we think we're being bossy. Well, don't be bossy, but don't be afraid to lead. And we think we're taking charge. We 54 don't take charge of people, but help take charge in a situation and don't be arrogant and seek the limelight, but don't be afraid when someone puts you under a spotlight. Women explained their internal dialog regarding certain stereotype challenges is that they view men as their partners as an opportunity and not a men vs. women, saying “I mean, it's not a man versus women thing anymore in Utah. It's who's best for the position and let's make the best decision” (Grace, participant 34). Hazel further explains their inner self-talk, sharing “I thought women would be better at leading than men. What I find is probably the same number of great women leaders, there's great men leaders, and vice versa.” Female leaders are not of the narrative that they are competing only against men, but have the positive narrative that it is the one who is the best that should get the position. That men are their partners and they want to work with them. These leaders mold their internal narrative into an opportunity narrative, for example Betty explained how they view their role in their home as a leadership, “I feel like there's a lot of opportunities for leadership from, you know, of course, in our own homes.” Another participant spoke to the opportunity to lead by leaning into their gender to fit the quota, “I always saw it as an opportunity, if sometimes you just feel like you're the default or you're quota maker” (Grace, participant 34), and another explained it more clearly this way, “I know that those opportunities are out there if you kind of just indicate I'm willing to help then usually I feel like there's those opportunities” (Brittany, participant 28). This is a quote regarding taking action, but there is also hope in that narrative. Given these environmental challenges, there is a narrative of hope from these female leaders, stating, “I think that the drive to help and make changes are a part of a lot of women's lives now that weren't, that weren't years ago” (Emily, participant 35), and “I think that things are personally, I feel like things are changing for the better in that way” (Hannah, participant 48). 55 Additionally, Grace shared, So it's a season, to me, it's a huge season of women, of women, women, having the opportunity to get into those roles. And I see that all the time where women, philosophies are changing. This is a hopeful, resilient narrative while acknowledging discrepancies or need for change within one’s environment. These women gain strength by looking to the future and seeing opportunities to lead. In concluding this section on intrapersonal communication narrative to one’s environmental challenges, and reflecting on the previous self-efficacy narrative in the selfcompassion coding, it is important to recognize that grit is part of this data. When challenges and stereotypes emerge, these female leaders have an optimistic, realistic narrative that focuses on the opportunity within the challenge. It is working strenuously to overcome challenges, while maintaining effort and interest over time despite failures, adversities, and plateaus in progress (Psychology Today, 2026). The passionate pursuit of long-term goals by fostering optimism and a growth mindset (Duckworth, 2016), is present in these female leaders as reflecting in their intrapersonal communication of self-efficacy and their environment. It is viewing the long-term goal and aligning it with your passions, and understanding that when a challenge arises, there is opportunity for growth, that we can grow from these challenges or a growth mindset (Duckworth, 2016). There is a higher perseverance and motivation during feelings of failure and it is not a permanent condition; however these leaders are not white knuckling it (Duckworth, 2016). Additionally, when applying implicit theory (Dweck, 2012), this data explains that these women core beliefs reflect their ability to control or change attributes when motivation, opportunity, and instruction are present (Plaks, 2017). There is a malleability in their ability to 56 adapt to their circumstances. There is agency in the face of clear lack of agency. For additional qualitative data on this section see appendix. -------------------------------------------------(Insert Table 3 about here) -------------------------------------------------Thriving through sensemaking of learning and vitality intrapersonal communication As stated in the literature review, “thrive” means that an individual is flourishing, feeling a sense of well-being, actively developing, and progressing toward or realizing a goal despite or because of circumstances (Porath et. al., 2011), and thriving is a feeling of progress and momentum marked by a sense of learning and vitality (Spreitzer, 2005). Given that thriving is centered on learning and vitality, the research dives deeper into understanding how Utah female leaders specifically learn and find vitality. Thus, offering more data to RQ1 on the tools of learning and vitality for how leaders thrive. Interestingly, in the quantitative survey 12% said they were not thriving and 88% said they were thriving according to a 1-10 scale, given that 1-5 rating was not thriving and 6-10 is thriving. The primary ways they sensed thriving through learning was 1) open minded learning, 2) learning from challenges, and 3) self-reflective learning. The primary ways these women sensed vitality was 1) desire and seeking action, 2) joy in connection, and 3) celebratory impact validation. Learning. 1) Open-Minded Learning. 57 Open-minded learning involves awareness and curiosity towards others and their differences. Female leaders made sense of the challenge and novelty of learning, sharing a “want to know from other people their perspective because I realize (we’re) only seeing through our own eyes, so (we) could be missing a lot of stuff” (Hazel, participant 24). and “We have to be learners as we go. No one, almost no one is going into a position where they know everything about it (Hannah, participant 48). There was also a passion in the narrative regarding learning from others, for example, Julie stated, “I love to listen to people and learn from them. I learned so much from people. I am learning all the time in relationships.” This is not only learning, but sensemaking of vitality in the open-minded learning process. Part of being open-minded is recognizing that no one person can hold every perspective, talent, or ability. Another woman described humility this way, “I have to be confident in the thing that I am leading in, and sometimes that means digging down and learning more about what I need to, even within family and parenting” (Mia, participant 6). It is seeking action and being open-minded to where one can improve. That, as a whole, we learn and are most successful when we use our different abilities together. Ava said it this way, “I don't think I have to be everything. I never have been. When I go into any kind of leadership, the last thing I pick are people like me to serve with and to be with.” Not only is it an awareness, but it is actively inviting those with different perspectives and abilities to be part of the project or team. These leaders realize that the sum of all makes up the greater whole. Reflected in this quote, “I feel like I don't need to be right. Like, I'm the first one that can tell someone I've made a mistake, and I hope I do a good job at that because I'm not perfect” (Ivy, participant 42), there is a confidence that they are aware of their strengths and comfortable with their weaknesses or mistakes. 58 These female leaders also made sense of open-mindedness as a form of humility. Jill said, “I think that I perceive that to be enough humility to say that I still have room to grow as well.” In these types of statements throughout the interviews, participants were aware of their level of humility and viewed it as a necessity not only for growth but also for leadership. As Lara expressed, “I'm telling you, like, unless you're listening to the people you're serving, you're probably not doing a real good job leading.” In a meta-analysis regarding humility and leadership, outcomes included enhancement of their followers’ job performance, creativity, psychological safety, and ethical behaviors (Chandler, et al., 2023). 2) Learning From Challenges. When faced with a challenge, Female leaders’ sensemaking perspective spoke positively to the importance of being challenged and how it is a necessary experience for thriving and growing. Lily said, “If you're a good leader, you like to be challenged because I think it makes you think about how you can maybe do things a different way or maybe even better,” and, “I felt really passionate about, but also, like, you have to be completely challenged in learning and growing. If it's not hard, I don't know if you can really thrive (Hazel, participant 24). This quote also reflects this concept, I honestly believe one of the only ways to learn and grow is to face adversity and not try and get around it, but kind of fight through it. I feel like it has prepared me for the rest of my life and everything that comes up (Violet, a 37-year old assistant athletics director). It is a daily awareness in how these women approach challenges, as Mia said, “You know, anytime something's been hard, and you've gotten through it, I think of it as a time you reflect and been like, I did that, you know? What did I learn from it? And what did I gain from it?” and, “So every day is a way to learn and adjust, and also to navigate new ways. And it's a challenge; adaptability is huge” (Ivy, participant 42). 59 Sara showed wisdom in learning from challenges, sharing, “Learning that if you need to grow, it means you, you know, got things to work on and that's okay and that growth will come,” she added, “And you don't have to force the growth, but you can accelerate it by being open to the opportunities.” It is through understanding that when one is open to challenges and growth will accelerate. These women choose their perspectives and position on their challenges by leaning into them, saying “Like if there was a lot going on, but I felt really invigorated by that. I think when things get hard for me, like, that's when I really dig in and I and I just feel energized by that.” (Jill, participant 36), and “So I cried a lot the first six months on my way home from work and I second guessed myself a lot, but I looked at it as an opportunity to grow (Zoe, participant 37). Molding their perspectives into a positive or opportunity narrative enabled them to thrive through challenges. 3) Self-Reflective Learning. Throughout the interviews, participants made sense of their learning through intrapersonal reflective self-talk asking, “What can I learn from this? Where can I grow and how can I be better?” (Betty, participant 31), and “dig in deeper and learn more, so, I'm learning a lot” (Elizabeth, participant 27). There was a lot of stretching and, like, tearing down old belief systems about myself” (Betty, participant 31). This inner narrative is a learning process through self-reflection. It is actively having an inner dialogue that leads to change and reflection on how one can learn and improve. There were specific self-reflective questions towards the present self and past actions, like, “Recognizing failings or things that need to improve in yourself, because I think you have to figure that out before you can help the people (Leah, participant 50). Ava said, “I am a leader, am I using that power for good? Am I doing, what am I doing with that power? And what is my 60 example saying?” This is self-reflective learning through self-improvement. Catherine also supports this concept when stating, “So when something's wrong, we see if there's anything that we can control to adjust, to make the situation or the problem better or prevent it from happening in the future.” This is a self-reflection on improvement, looking at current leadership abilities and reflecting on actions that have already occurred. Ava sums up the concept of self-reflection well, sharing, So, if you look at the universe, things have to move or they die. Things have to keep moving preferably upward, or else they fall. You look at gravity, that's what it does, the law of physics. If you are not moving up, you're going to fall to the ground. Well, that's the way learning is for me. I feel like you have to, you can't remain stagnant in your growth. It goes into everything that we are and we do. These female leaders expressed their learning skills developed specifically through self-reflection. Vitality. 1) Actively Desiring and Seeking. Female leaders were asked about vitality in their lives and how they make sense of it, a theme emerged of having a desire for it and if they didn’t have it they would go seeking it. Elizabeth explained how they want to have it, “All the time. All the time. If I don't have it, I go looking for it, okay?” and Amelia, a 30-year-old media influencer, shared, “I feel like I found that passion. It comes intrinsically. Like, I just have a desire to be, to be successful.” These women expressed a desire to have passion, zest, and energy in their lives and if they didn’t have it they would seek it. 61 There was such a desire for vitality that one woman said, If I ever stop learning, I'd just drop over dead (Julie, participant 23). Another explained their energy and passion in this statement, “I think I probably could have got by with five hours of sleep a night just because I was so happy. That's not healthy, but I think I could have done it because I just had so much passion around the work I was doing (Hazel, participant 24). Vitality was high when these women began something new or, as stated by this participant, I think really in that that first year, especially that high energy, that deep purpose, that rallying of the troops (Elena, participant 47), and is also reflected in this comment,“I thought, okay, if this is what I'm doing, then I'm going all in. And it was exhilarating, actually, because I was learning (Hannah, participant 48). Learning was associated with this expression of vitality and is seen weaved throughout comments of learning and vice versa. This desire and seeking found high motivation in proving one’s abilities and finding empowerment, as reflected in this statement, “I would recognize it as passion and zest in life and those things. is because I was given a chance to prove to the world, but mostly to myself, what I really believed, and what I really valued (Sara, participant 26), and “Makes me feel good and empowers me a lot and having that opportunity with disposition where it kind of matches my skills and abilities and passions is really what's important to me right now (Chloe, participant 33). In several of the interviews, these leaders explained that they had a desire to use their abilities and share their beliefs. They found vitality in doing so, as expressed well in this quote Finding that passion within yourself to where without arrogance, but with confidence, you can recognize you have skills and abilities that line up beautifully with a need. In your world and your community, and in your home, in your city, in your fill in the blank. And where your ability meets somebody else's need, I think that's a beautiful ignition (Sara, participant 26) 62 2) Joy in Connection. Participants sensed vitality in connecting with others through their leadership, expressing that they were, “learning all the time in relationships (Julie, participant 23), and that they, “loved doing it. It was invigorating.” as “It gave opportunities to think about others (Emily, participant 35). They received “a lot of energy from the people that (they) work(ed) with (Jill, participant 36). Participants made sense of vitality through serving those they connected with, as Hannah stated, “I'm not doing this for the title. I am doing this because I care about our students and I care about our rural community. That is 100% what I'm doing this job,” and Lily said, “let's go and impact somebody's life today. I think I thrive on being able to build those great relationships when I work with people.” These leaders found energy and passion as they served those around them, as is shared by Elena, “It's when you really are stepping forward to make a difference for people, for others, who really need you to to make a difference.” 3) Celebratory Impact Validation. Throughout the interviews, participants expressed vitality in celebrating their impact and successes. They showed evidence of prioritizing this celebration as a way to invite energy and passion for what they accomplished, as reflected in this statement from Brittany, a 53-year-old university alumni director, “And so our energy just kept building it and building it and building it. And then we had this huge, huge celebration.” Some examples were in the sensemaking moments of celebration and others were an actual celebration. Julie shared, “We had this big five year anniversary celebration last week. There was this huge party.” she goes on to explain, “And that is a lot of validation to say something that I built along with my partners has been very, very impactful.” Research explains that taking time to celebrate activates the brain's reward system, increasing motivation and life 63 satisfaction. It fosters social support, enhancing relationships and feelings of connection (McNally, 2024). Female leaders also found joy in celebrating their role of motherhood, expressing, “There really is not anything more joyful than to see your children follow their own path and do much good (Olivia, participant 17), and, “I'd love going and watching them. I love supporting them, seeing my kids grow and become parents just makes me feel like I'm thriving and life is good right now for us (Evelyn, participant 12). This was a way to gain vitality, by celebrating and recognizing the impact they had as a leading mother. As we sometimes see in overwhelmed mothers, skipping celebrations increases stress and the risk of burnout, harming motivation and well-being McNally, 2024). This reflection can be vital to a mother in her vitality levels. Participants didn’t just celebrate in one moment, they drew on past successes and celebrated them again at a later time. This invited vitality back into the intrapersonal narrative, which then built their resilience, as shown in this quote I also was really fighting daily to win, but I just really loved every second of it. I'd laugh now that I'm probably going to live 10 years less than, you know, I would have because it took years off my life, but I'm really proud of it. I'm so proud of it (Zoe, participant 37). Recognizing small wins helps solidify lessons learned, fostering intentional future actions (McNally, 2024). This was reflected in the success of these female leaders as they celebrated their impact as a leader. Additional quotes are provided in the appendix additional evidence. ------------------------------------------------- (Insert Table 4 about here) -------------------------------------------------64 Thriving through sensemaking of a supportive system As was discussed, people categorize themselves into social groups to compare, and better understand their position within that environment (Ashforth & Mael, 1989 Ellemers et al., 2003). Additionally, female leaders navigate their social identities through self-verification theory. They desired and preferred to be seen as they see themselves. “When certainty increases enough, people begin using their self-views in making predictions about their worlds, guiding behavior, and maintaining a sense of coherence, place and continuity” (Swann, 2012, p. 26). This was evident in the data as female leaders progressed through their relationships and self-views. Selfverification theory is when people desire and prefer others to see them as they see themselves. The research that emerged showed that certainty was found in relationships such as spouses, mentors, and others. That the female leaders could identify with these relationships, and felt seen, valued, and heard. Thus, a thriving female would seek relationships that aligned with their self-view. This is how they made sense of their environment with others. Another confirmation that female leaders thrive in environments that align with their selfview is that people are highly motivated to find strategies designed to support their self-views because, as feelings of coherence are nurtured, it reduces anxiety, improves group functioning, and erodes social stereotypes (Swann, 2012), thus aligning with a thriving space, or even personal individual identity. Female leaders would not be able to thrive without a sense of coherence, as self-verification can be a crucial source of coherence (Swann, Rentfrow, & Guinn, 2003). Striving for self-verification occurs only when in-group identity comprises an important part of an individual’s self-view (Chen, Chen, & Shaw, 2004; Kraus & Chen, 2009; Pelham & Swann, 1994). Striving for self-verification occurs only when in-group identity comprises an important part of an individual’s self-view (Chen, Chen, & Shaw, 2004; Kraus & Chen, 2009; 65 Pelham & Swann, 1994). When people feel marginalized, they may question whether they remain in-group members (Schmitt & Branscombe, 2001). Therefore, it can challenge individuals’ self-conception of their in-group identity. Given the negative environment and perceptions of female leaders in Utah, this research examines how female leaders navigate selfverification and identity to thrive. This is important because in employee relational dynamics, a subordinate employee may feel more at ease with a supervisor if that relational dynamic includes interaction and feedback consistent with that person’s self-view (Chen, English, & Peng, 2006). Evidence of this was seen throughout the interviews. It is important to note that some of the participants’ quotes spoke to support while other comments went deeper into mentorship. Mentoring focuses on long-term career guidance, wisdom sharing, and personal development based on experience, whereas supporting focuses on immediate assistance, encouragement, and providing resources to help someone through tasks or challenges. A mentor guides, while a support system helps. According to the Harvard Business Review (2004), “A mentor is a person who offers advice, information, and guidance to the mentee, who would otherwise grow more slowly or not at all without the mentoring. This process involves sponsorship, protection, challenge, and increased exposure and visibility of the mentee in an organization or profession.” Mentors help the mentees formulate agreements for behaviors and the mentee provides feedback and support for the process, as well as overcoming obstacles. They help the mentee identify the next steps toward their goals. The mentor often challenges the mentee both in thinking and in behavior (Zachary, 2012). The primary ways they made sense of their interactions with their support groups were through the behaviors of 1) validation, 2) inspirational examples, 3) critical feedback, 4) service offering, and 5) providing opportunities. These relationships of support were through a spouse, family member, friend, teacher, coach, or coworker. It is important to note that the majority of 66 the participants found primary support in their spouse, comments like, “My husband, for sure, number one. He has no ego. He's super proud of me. He's a big champion. Really patient and loving husband” (Zoe, participant 37), and, “My husband is incredibly supportive” (Hazel, participant 24), and “my spouse, who is a fabulous support” (Chloe, participant 33). The important role a spouse or significant other played cannot be understated and was expressed throughout all of those interviews. Validation. Validation is the process of verifying the accuracy of something. Validation is one way we communicate acceptance and make sense of ourselves and others, and it doesn't mean agreeing with or approving of the action (Hall, 2016). When a person experiences validation, they feel recognized and accepted for their thoughts, feelings, sensations, and behaviors (Hall, 2016). Validation for some of the participants began early. Hazel shared, “When I was six, my dad gave me a little baby briefcase to take (to my club),” and “from the time I was a little girl, I felt like the things I had to say were important because my dad would listen to me” (Julie, participant 23). Parental validating support was important in most of these women's development. For example, “my mom, 100%. Yeah. Like I said, my mom has loved me and adored me, and always made me just feel like, I am amazing” (Charlotte, participant 15), and, “I think part of it's just naturally inborn. Part of it is naturally, I mean, part of it was nurtured by my parents” (Julie, participant 23). Another example is from Olivia, “I remember my dad saying to me with my brothers all around, and pointing right to me, You can be anything you want to be. You can be the president of the United States.” It is important to note that validation is not lying or agreeing with someone else, but rather understanding their point of view (Hall, 2016). 67 A validating interaction made the difference in key choices in the leadership for some of Leah shared such a conversation they had with their spouse, saying, “(my husband) is not just my biggest support. He's like my biggest champion and cheerleader, and I would not be here quite literally without him because there were, I almost didn't run for the state Senate,” and “I just kept saying, well, I guess I'm okay. And my husband was like, are you kidding me? Why are you even questioning this? Like, you're made for this. As someone who's very well educated, pretty self-confident, like, it was very weird to like to have that experience” (Melissa, participant 53). These female leaders sought relationships with those who validated them and helped them feel seen, valued, and heard as they see themselves. Those relationships were key to their development as a leader and belief in their abilities. Higher Power. Several participants spoke of finding strength and validation through a higher power or deity. This reflection helps them make sense by an interperspective approach. For example, “I have found that I gain a lot of confidence from knowing that what I'm doing is in line with what he knows is best for me” (Betty, participant 31), and “It was just the help of the spirit and Jesus like helping me in that capacity. It was just like a beautiful experience” (Isabell, participant 9), and “the purpose has driven me and feeling called by God” (Elena, participant 47). Hazel shared this, By God, I'm a person of faith, and because of that, I always felt like I had value. I've always felt loved and valued. And not only by humans, but by deity. And if you think there's a God and you feel valued by God, like who's going to debate that? The God of the universe, you're really going to question that? 68 These women found strength, peace, meaning, and validation by cultivating a relationship with their belief in God. This gave them direction, courage, and understanding of their abilities through this reflective, relationship-building. Inspirational Examples. Setting a personal example of contribution to the organization, leaders can promote similar contributions from their groups (Yaffe & Kark, 2011). On the other hand, when a leader is distant and not considered a worthy role model, they have little or no effect (Yaffe & Kark, 2011). As Ava made sense of an interaction, sharing, “(he) helps me to want to be a better leader and a better person,” and Emily said, “I just watched her and experienced her care, her willingness to assist, to mentor with those of us that she had close contact with. And I remember wanting to be just like her.” These statements reflect sensemaking through observation. Sometimes it wasn’t a direct observation, but a reflection of what the example might do in a certain situation. Evelyn said this, “I'm always thinking, how would (my spouse) do this? How would, how would he act and react to this?,” and “I would often reflect, even in silly decisions, I would think, what would Grandpa do? What would he tell me to do? (Mia, participant 6 ). Support and mentorship doesn’t have to be something that specifically happens, but can be a hypothetical that inspires decisions. This data reflects not only sensemaking of an example to follow, but a deeper level of admiration that inspires. For example, “she mentored me very carefully and tenderly. And that has been inspiring to me (Hannah, participant 48), and “watching her, how professional and stoic and thoughtful that she handled some of the worst situations. I was very lucky that I was able to see how she did that” (Nora, participant 51). Ava described how it affected her in this interaction, “she was not a gossiper. She always would listen. There were so many cry chats that were really 69 just beautiful in this soul.” This data speaks to how the participants are inspired through examples. On the other hand, it is interpersonal interactions that are specific, as Nora shared, “I just saw so many single women and strong women succeeding in careers that I just didn't know there was anything different than that if that makes sense,” and, “She was such a servant. She just cared for everybody. She always had time. She made time. But she was the most sweet, loving, kind person I probably have known in my life (Emily, participant 35). There was a level of awe inspiring, trust in these examples to the point of emulation. For example, “My grandpa was a big deal to me…. I saw his role as a father and a spouse and I just revered him. I don't know. He just really, he was always somebody I wanted to be like” (Mia, participant 6). Julie said it well in this description, If (my mom) was just put, like, on a brain surgery table, she'd be like, "Oh, I could probably figure this out, you know, just, like, start cutting, right? She just, like, that's just how she sees the world. I believe, have been hugely impactful for me. Critical Feedback. Critical feedback is important and more direct than observation in the sensemaking process. Feedback from others provides an external perspective on actions, decisions, and behaviors and can significantly enhance self-awareness and personal growth. Additionally, constructive criticism can also help you develop skills, refine strategies and become more empathetic and practical (Forbes, 2024). These leaders were open to critical feedback and viewed it as essential to growth. For example, Getting honest, constructive feedback is huge, right? That people care enough about you that they're going to tell you when you're doing it wrong when they see that there's 70 something you could improve. I'm really grateful for that. And that's actually so supportive (Lucy, participant 25). Some feedback was essential to their advancement in their leadership journey, as Lily shared feedback of, “you should be taking higher roles. You should be going. And that's probably the first time I felt that from someone,” or “he went like this with his finger and he kind of pounded the desk and he just said, you need to know, Elena, that you are absolutely exceptional. You are remarkable, and this is why. And he laid out the things that I did that I didn't know were extraordinary” (Elena, participant 47). This data from Hannah narrates the impact of critical feedback, When I was interim president, people were saying, "Are you applying?" And I said, no, absolutely, I'm not applying. She took me in her office and sat me down and said, Elena, what, are you scared of? Everyone else sees you as a leader, why don't you see yourself as a leader? And I didn't have an answer, and I didn't realize that that's what I was doing. And she sat there with me until we talked it through. And in that moment, I felt like I'd never been seen before. Sometimes I think it takes somebody's say. We trust you, we believe in you. Why don't you? And that starts the questions. This type of feedback was not always easy for participants to hear. Lily shared,“my dad, particularly, because he's been a person who's always kept me accountable in life. Because my dad said, that's a first world problem and suck it up. I think he's really good that way and I've always appreciated that about him because he's been honest,” and, “(my coach said) I'm going to be hard on you, but you are still my point guard. And it doesn't change that. And as you go, the team goes. So I need you to be the best that you can be kind of, right? And it just completely changed my trajectory” (Ella, participant 38). 71 Other feedback was more nurtured, “I would say, my support system is my dad. I always come in with all of my business and support woes if he kind of walks me through the dynamics there” (Heather, participant 57), and “she said, like, you can do everything you want, you just can't do it all at the same time, so you got to figure out what season you're in. She taught me that you don't have to like everything you do” (Zoe, participant 37). Thus, the data reflected heavy critical feedback and nurturing critical feedback. Listening. These leaders felt that those who supported and mentored them were great listeners. This is a key element in providing critical feedback in that it creates a psychologically safe environment (Kluger & Lehmann, 2018). As Amelia stated, “she was a very good listener, she cared about you, and you could just feel that when she talked to you,” and, “she's always listened and supported where I wanted to go, never pushed me in a direction, but she always was willing to make a phone call or open a door. She kept confidences” (Zoe, participant 37), and “My husband, though, is just a great listening ear. He's got very, very good logic. And really good at just observation and feedback. And he's so great” (Charlotte, participant 15). This reflects the safe environment that when supporters listen, these leaders are more receptive. Service Offering. Several participants spoke of how they made sense of the services, sacrifices offered, and how they made sense of their interaction with others when they asked for help. For example, Mia shared, “And they just pick up the pieces, (family) just are there to talk it out,” or “Oh, it's undoubtedly 100%. My husband. He's cooked the kids' breakfast, probably out of 1,000 times 999. I mean, what if we just do what has to be done” (Grace, participant 34). Lucy shared an example of sacrifice, when her family “moved across the country with me and all of that. So that's really, really important” for her employment. This reflects these leaders' perspective and sensemaking of what others around them were doing to facilitate their leadership. 72 Participants spoke about the equality sensemaking in their relationships, such as “I would make dinner and he would do the dishes. Like we had a delineated” (Sara, participant 26), and, “I think that's crucial especially in big, prominent leadership positions. You have to have a supporting family or the SA. It's a big sacrifice if. And if they're not supportive, then it makes it hard to do.” This was shared in an interview, Number one, my husband, honestly, like, he's such a rock star. Then when the job gets heavy and you're like, I'm really tired of giving it 110% every day that home life really, really matters (Ivy, participant 42). As participants made sense of service offerings through services and the sacrifices offered, and their interaction with others developed in how to navigate their support systems. Ask for Help. Going deeper, several female leaders addressed their sensemaking towards the necessity to ask for help. Sometimes women feel they cannot ask for help, but as Sara said, “We need resources and I think that's something I have to remind myself of, that it's not a weakness to need help,” or as Olivia shared, “But there comes a time when you say, I've done all I can do. And I need to turn this over to somebody before it kills me. It's a hard thing to turn it over to somebody else and say, "I can't do this anymore," or even to say, “I need help.” The data showed that these women proactively create support systems, from statements like this, “Do I have a support system? Well, if I don't, then whose fault is that? I probably should create one,” and, “How do we get the right talent and around the table with the right experience and ideas. Build a strategy plan for that and move it forward. I'm really comfortable in that role” (Elizabeth, participant 27). They had the realization that they cannot do it solo and were willing to ask for help or bring together the necessary talent. 73 Providing Opportunities. These women spoke of their support system and mentors as essential participants in their leadership development saying, “I think had I not been given those opportunities, I probably wouldn't have moved up in my career as quickly as I did” (Zoe, participant 37), and “he's also been my biggest sponsor as well. He's opened tons of doors for me. So that's been really powerful” (Julie, participant 23). These statements reflect how they make sense of others' offerings of opportunities and confidence in them. It is how they made sense of their relationships' impact on their potential to grow. Some participants shared that the sense of freedom that provided the opportunity given to succeed, for example, “I always had a boss who championed me and gave me space and let me run” (Zoe, participant 37), and “I knew he wasn't going to tell me what to do, but he would listen, and he would provide some thoughts and advice or some counsel” (Elizabeth, participant 27). They made sense of these relationships as having agency and space to navigate within their interactions with others. There were different ways the support was shown through opportunity, such as through time and sacrifice reflected in this quote, “Even when we first got married, I was still finishing up my master's, and we had to figure out the financing and we just did it. It was important enough for me to finish my degree” (Isabell, a 39-year-old religious leader). Or this additional example of financial sacrifice for opportunity, “My dad said to me, I'm going to pay for your education because then I know that you the one thing I can give you that you can always take care of yourself. I've never forgotten that statement” (Elizabeth, participant 27), and this opportunity through validation, “(They’d ask, what is she doing here? I'm looking at my dad. My dad would never apologize. He'd go. I brought my daughter today” (Grace, participant 34). These 74 are several examples of how these women find support through opportunities provided to them to support their leadership. -------------------------------------------------(Insert Table 5 about here) -------------------------------------------------In the survey regarding top female mentors, 35% said close relatives, 60% said coworker, 2% friend, and 3% said they didn't have one. Discussion After an in-depth review of the academic literature of intrapersonal communication, thriving, self-compassion, and applying sensemaking theory to the interviews and survey, the contributions of this study, first, include the intrapersonal communication tools thriving female leaders utilize to develop their leadership identity through sensemaking. Second, the interpersonal communication tools thriving female leaders utilize to facilitate their leadership identity. As discussed, Utah has a cultural environment that highlights specific actions of thriving leaders. This research expands the understanding of the impact of intrapersonal communication and female leadership, and the interpersonal communication of female leaders and their support systems through their sensemaking. The contributions of this study are first, the offering of specific tools that will help female leaders and potential leaders understand specific actions they can take to improve thriving through their intrapersonal self-communication and interpersonal communication within their support groups. This gives women a voice and opportunity to self-reflect as to how they thrive in leadership. It also explains ways those who support female leadership can support them. 75 As has been explained in the study, thriving female leaders cultivate their a strong leadership identity using tools of self-compassion and confident self-tak. The sensemaking process that aligns with their values, equips them to navigate challenges, overcome self-doubt, and define their leadership. This supports both their personal success and ability to inspire and empower others. In response to RQ1, in what ways do thriving Utah female leaders make sense of their leadership identity, these women had high self-compassion, including self-efficacy and recognized and celebrated their abilities, while exposing imposter syndrome and navigating their environment by fighting for their agency to navigate barriers. Self-efficacy is a form of selfcompassion because it is as if a friend were giving you the confidence to lead and communicating the message that “you can,” which is an act of kindness. They were accepting of their limitations. Learning and vitality were very much part of their narrative in that challenges were an opportunity to learn, they had high open-minded learning towards others, and selfreflection was a tool to be used to educate oneself. The desired high vitality and sought it, while finding joy in connection, and celebration of their impact. Again, these female leaders showed Conscious Confident Leadership the first three themes that addressed this were 1) Thriving through sensemaking of self-compassionate intrapersonal communication, 2) Thriving through sensemaking of intrapersonal communication of one’s environment, 3) Thriving through sensemaking of learning and vitality intrapersonal communication. These findings demonstrate how Utah female leaders identity is formed through their intrapersonal communication. People categorize women as passive, whereas the participants fought against that through sensemaking as super-humanely active (i.e. “whose fault is that”). This idea is connected to identity and social identity theory explains that people categorize themselves and others into 76 various social groups, such as organizational membership, religious affiliation, gender, and age cohort (Ashforth & Mael, 1989, p. 20). Previous research did not specifically address how female leaders' intrapersonal communication forms the identity as self-communication programs their self-concept, identity, and behavior (Vilhauer, 2025). The fourth theme emerged as 4) Thriving through sensemaking of supportive system. They communicated and developed their social identity and leadership with specific communication tools used for these support systems. Validation and inspirational examples were key tools that developed these women into confident leaders. They welcomed critical feedback and appreciated the service and opportunities offered by their support groups. Female leaders and support systems communicate in order to facilitate leadership thriving. Thus, their identity and social identity development showed high thriving personal narratives and social narratives. These forms of communication increased thriving within the Utah female leader and facilitated their ability to grow in leadership. Practical Applications When one is thriving, they feel progress and momentum marked by a sense of learning and vitality (Spreitzer, 2005). This research has supported data throughout that reflects the actions the women are taking to thrive as a leader through conscious self-communication and communication with their support systems. Courage emerged as a key part to their identity. As described by the participants, they are willing to take risks, trust their instincts, and go into uncertainty. However, it is important to note they are violating cultural norms about who they are told they should be and what they are actually doing. While many experienced imposter syndrome or question their belonging because they example they see is that high leadership is exclusively for men, they actively countered 77 these thoughts with affirming self-talk that reinforced their competence and value. This process of “leaning into” uncertainty allowed them to build resilience and continue leading effectively. As seen in the evidence of these women’s sensemaking, they are not living in denial that barriers and obstacles don’t exist, but expressed their sense of refusal that it will stop their progression through fighting for their agency. Evidence emerged that thriving female leaders have the conviction that they will not be stopped by these cultural barriers, while still being part of organizations with which they identify. By interpreting challenges as a natural and part of being human, instead of stagnant or a regression, the tool of self-compassionate self-talk that everyone experiences ups and downs, and the challenge will not last. Thus, maintaining stability and motivation. By being highly aware of self-doubt and reluctance many women are more able to identify as leaders. Awareness of the idea that capable women often struggle to claim leadership openly, despite internally recognizing their abilities. This process is linked to cultural norms and expectations that make women less likely to confidently lead, which can cause a disconnect between their leadership abilities and how they own it. Additionally, an interesting finding of claiming being a leader through the running of an independent t-test was conducted and another separate finding to discuss is that participants were asked “Am I a leader.” The responses were Yes (1), Maybe (2), and No (3), (m=1.09, SD = .303). Participants were asked “Am I an Influential.” The responses were Yes (1), Maybe (2), and No (3), (m = 1.23, SD = .423). Participants believed they were higher labeled as a leader than influential. When asked how they thought their top female mentor would respond to the question “Am I a leader,” the results (m = 1.27, SD = .574). Again, the assumption of what their mentors’ 78 response to “Am I influential,” (m = 1.31, SD=.544). They believed their female mentors would be more less likely to claim they are a leader, but their claim as a leader and influential was more similar than their individual perspective. This supports the idea of it being difficult to personally claim one is a leader. There was also optimism in inequalities and hopeful, forward perspective, while acknowledging challenges. They acknowledged recent progress and opportunities that will continued through courage and the collective effort. There was a commitment to growth in this continued trajectory. This research found that thriving female leaders must understand themselves, communicate effectively, and nurture through self-communication regarding their leadership abilities to thrive. Current and Future Female Leaders As the representation of female leadership continues to increase, understanding and awareness of one’s intrapersonal communication can enhance thriving in one’s leadership role through sensemaking. This communication can shape their identity into a more thriving leader through increased self-compassion, awareness and intrapersonal communication of one’s environment, and one’s approach to learning and vitality. Thriving can increase by seeking support through validating, inspiration examples, as well as, one’s openness to critical feedback, and accepting and asking for help. Another interesting study would be to compare the self-communication of a female leader compared to their communication of their top female mentor. This study briefly looked at the potential growth for female leaders, and improving their self-compassion and intrapersonal communication is reflected in how they speak about themselves compared to how they speak 79 about their top female mentor. Interestingly, most of the female leaders' intrapersonal communication regarding their own leadership abilities versus their mentors revealed in most cases, the mentor was presented in a significantly more positive light. Examples of these comparison self-talk are, “I would hope for me that I am influential,” v.s. when speaking of her mentor. “she is one that has got a lot of talent. She is one who has a lot of leadership ability,” (Evelyn, participant 12). Another comparison is, “No, I'm certainly not perfect. I certainly have lots to learn as far as being, you know, a great leader,” v.s. when speaking of her mentor, “She's just an angel…She's just really bright. And she always knows the right thing to say. She just is very humble. And yet so bright and so poised and so charming, and so supportive,” (Jo, a 74-year-old former city mayor). Oftentimes, I interviewed their next top female mentor using the snowball approach, meaning their self-talk was usually not consistent with that of those they mentored. See Appendix for examples. -------------------------------------------------(Insert Table 6 about here) -------------------------------------------------Support of Female Leadership Support for thriving female leadership can be increased through awareness of a female's self-communication, validation, critical feedback, offering service or help, or providing opportunities for development. Awareness of the potential of certain leaders, including females, and promoting them as they meet expectations will help to provide leadership opportunities for all. 80 It is supporting female leadership when supporters parallel the self-compassionate intrapersonal communication of kind self-efficacy and encourage it. Help female leaders feel it is okay to claim they can be a leader and are influential. That it is normal to claim one’s abilities. Encourage additional self-compassion through mindfulness activity facilitation. This will help with better development of female leadership. Additionally, by support the idea the the environment for female leaders is improving, by facilitating opportunities to lead and spreading a hopeful narrative, while acknowledging cultural norms and inequality will help facilitate female leadership. Exposing impostor syndrome and pointing out self-doubt is another way to help female leaders. Ways this can be done is reminding potential female leaders that imperfection and challenges are universal, creates a sense of connection rather than isolation. This normalize their experiences. This will help their self-talk and fosters resilience. Thriving can be facilitated and acknowledged when opportunities learning and vitality in female leaders are present. Create a safe environment for continued open-minded learning, encourage through challenges and acknowledge their efforts and optimism in challenges. Celebrate female leadership impact, provide opportunities for joy in connection, and acknowledge when female leaders desire vitality. As a support system, there are specific things that can be offered to develop female leadership. It is important to validate potential and current female leaders as it builds them as leaders. Being an inspiration as a leader, especially if you are a female, can help to increase and develop female leadership. Offering service and support help a women in the many assumed cultural responsibilities they may feel. Critical feedback is also an important part of growth. And lastly, offer and provide opportunities to lead to develop female leadership. 81 Limitations and Avenues for Future Research I recognized that there are additional details to the cultural background based in the LDS church within the State of Utah. This affects the culture of the state and perspective of the participants and those which they associate. This can affect sensemaking. However, this research focuses on the thriving female leader and not on the depth of culture as it would not be possible or give due diligence to the state’s history within this thesis. As a qualitative case study, the findings of this study are not intended to be generalizable (Tracy, 2024). However, the goal of qualitative research is to identify patterns that can be applied to other similar contexts. While the participants were Utah female leaders, it is expected that the findings from this thesis could be applied to female leaders in many different locations and similar contexts. While this directly studied the thriving of female leaders and their identity development, future research should explore other measures of success in female leadership, as well as those that are burned out and the cause of that. Conclusions This study revealed some of the intrapersonal and interpersonal communication tools female leaders use to thrive through sensemaking. It is a contribution to the literature, but not the end. There is much more to study and research. As female leadership grows and becomes more equal, it is important to understand what tools one can draw upon and what supportive actions can be utilized. This research provided value and awareness of one’s own self-communication, and social communication in order to best thrive through sensemaking. 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San Francisco, CA: Jossey-Bass. 92 Figure 1: First and Second Coding to themes Figure 2 Additional Intrapersonal Communication Self-Compassion Data 1st Codes 2nd Codes Theme Female Leader Quote 93 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative I can be an influence by just being myself, by just knowing who I am enough that I can give that away. 11 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative I believe we're born with a purpose. 26 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative But if we're talking about emotional energy, I always have that. 23 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative I tend to find a solution person. 27 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative I'm the type of person where if something needs to get done then, I'm right in there with you working on it. 29 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative When I sit in a meeting and I look out there, I don't get nervous, I don't feel intimidated. 34 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative I'm competitive, I knew I wasn't going to quit or throw in the towel. 37 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative I always knew, you know, that that I had, I could lead in certain ways. 47 Kind Self-Talk Self-Kindness Kind Self-Efficacy Narrative Sometimes when you feel like this is the right thing to do, you've got to not hesitate. Go for it. 48 Kind Self-Talk Self-Kindness Strengths Affirmation and Celebration I'm a person that sees the best in people first.I think I'm a very empathetic individual. I think I'm very authentic. I think I like to be very positive. I think that's the strength. Like, you know what? I can do this. I can do hard things. I can see a path forward. I have control over how this goes. 36 94 Kind Self-Talk Self-Kindness Strengths Affirmation and Celebration I can be compassionate, I can be caring, I can show love to them. 12 Kind Self-Talk Self-Kindness Strengths Affirmation and Celebration I've always had to drive to be successful or to be the best at something. 8 Kind Self-Talk Self-Kindness Strengths Affirmation and Celebration I was willing to do it or have the ideas, you know, of what we should do as a group. I'm willing to do the work as well, which in my mind, is a big thing. 51 Kind Self-Talk Self-Kindness Strengths Affirmation and Celebration I'm the same person all the time. You know, when I'm with my family, I'm the person, when I'm here at work, I'm that person, when I'm out with my friends, I'm that person.42 Kind Self-Talk Self-Kindness Strengths Affirmation and Celebration I've been blessed with a positive attitude. 35 Kind Self-Talk Self-Kindness Kind to Past Self I think one of the keys and I've written about this before is that I started actually teaching piano lessons to adults and teenagers when I was 13. 46 Kind Self-Talk Self-Kindness Kind to Past Self I had to rely on those other voices because in the actual school, I was like, yeah, nobody thinks I'm great. But my parents think I'm great and God thinks I'm great and I am great. 24 Kind Self-Talk Self-Kindness Kind to Past Self I really saw myself more as a formal leader, and then I just kept doing that all. From that point on, really. 48 Kind Self-Talk Self-Kindness Kind to Past Self I always, you know, had a lot of confidence and I was always telling everybody else what to tell, for better or for worse. 55 95 Life Perspective We are Human Accepting Limitations I think helping others recognize that it's okay to be wrong. We're humans. 42 Life Perspective We are Human Life Fluctuation I kind of escaped burnout because I never thought in four months, I'm going to be in the same situation. 34 Life Perspective We are Human Life Fluctuation I mean, suffering, I think, happens, no matter what, in life. You know, I think it's part of our human experience. 31 Aware of Self Mindfulness Self-Sentience I had to take time to do self care. I had to kind of dial back a little bit and think about how much I was taking on workwise, or just balancing, that's just work by, you know, we have life in there too, right? 27 Aware of Self Mindfulness Self-Presence in Struggle When something goes wrong, I try to find the better parts of it and change things. And I've rarely felt like I was being looked on with disdain or worry or something like that. I don't feel like I have anxiety. 35 Aware of Self Mindfulness Self-Presence in Struggle I feel like your role as a parent and as a leader in the home is constantly shifting and growing, which I think helps you grow when you're like, I got this. 8 Aware of Self Mindfulness Self-Presence in Struggle I go, oh, that backfired. No, she's really mad at me, you know, whatever, but I'm still learning, so I learn from relationships as well. 23 Aware of Self Mindfulness Self-Presence in Struggle You may not have that support, but you're good enough. And you're trying. You're doing the best you can do. And that's all that's asked. I dig deep and I say it's okay. I'm good enough. 12 96 Aware of Self Mindfulness Intentional Self-Nurturance I do yoga, I do physical exercise. It's all part of a morning routine that I do that I feel like is really crucial in keeping my mind and body active. 11 Aware of Self Mindfulness Intentional Self-Nurturance I had to take time to do self care. I had to kind of dial back a little bit and think about how much I was taking on workwise, or just balancing, that's just work by, you know, we have life in there too, right? 27 Figure 3 Additional Intrapersonal Communication Environment Data 1st Codes 2nd Codes Theme Female Leader Quote Challenge Negative Narrative Self-Talk of Environment Expose Imposter Syndrome I think self-talk is really important, and I would have to guard myself from thinking or saying to myself, "You're not a leader. Why did they pick on you? What do you have to offer? That might have come up at first, a long time ago. But I feel like the more you try to be a leader, which includes serving and listening and working hard, that you will come to see that you are a leader and that the world needs leaders. I especially think the world needs women leaders.17 Challenge Negative Narrative Self-Talk of Environment Expose Imposter Syndrome I've certainly seen this with some leaders, more female than male, who lack confidence. 38 97 Challenge Negative Narrative Self-Talk of Environment Expose Imposter Syndrome Challenge Negative Narrative Self-Talk of Environment Challenge Negative Narrative Self-Talk of Environment Challenge Negative Narrative Self-Talk of Environment Challenge Negative Narrative Self-Talk of Environment Challenge Negative Narrative Self-Talk of Environment Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning I really think leadership is vital, and women leaders are vital, and I'm so grateful there are more opportunities for women to lead today than ever in the history of the world. Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning I think Utah has a long way to go to recognize women's true leadership potential. I'd say, we're doing better and we have a long way to go. 26 Agency in the Lack of Agency Agency in the Lack of Agency Agency in the Lack of Agency Agency in the Lack of Agency Agency in the Lack of Agency We have a mentality of we have to be everything, we have to do everything, and we have to always be families together. I think that can be a detrimental problem because then you don't expand at all. But if someone were to just meet me, like, it would have to be a title and then hopefully my actions and through things that we could talk about. Hopefully then they would derive maybe why I then am in those roles. 28 My favorite joy is being able to balance it and be a mother. Your grandmother. That's where your real joy is, but I wouldn't have given up my career. 34 He said to me, you do know you were the most aggressive child. So somehow I just found my space, even though he was always trying to get me to be little lady and more, you know, very, very traditional. 47 Well, you're a mother. How could you possibly juggle your schedule? And I was even told that I didn't love my family because I was a working mother. 34 (My mom) would say to my husband sometimes, "Oh, you got it, you got a better job, great. Now maybe XXXX won't have to work, and I'm over here going, "Mom, I want to work." 48 98 Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning I do think that there is a foundational opportunity for women in Utah to see themselves as leaders, and we just maybe need to expand that definition. Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning I think in Utah, those are those are specifically, there are so many volunteer organizations in your communities. There are so many ways to lead. 52 Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning They can't show hard and they can't cry and they can't. So they lead like men and it just doesn't it falls flat because that's not who we are. I think one of the biggest surprises when it was when I nurture campus and put my arms around them and say, we're going to talk to each other. Our strategic plan has listed in at people centric and we are a culture of caring. It's never been there before. So I think that's a downfall, in our culture, and I think that's the greatest opportunity. 53 Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning I do think that people that think that there are no opportunities are not opening their eyes. Looking around because there is so much to do in Utah. So many good things to do. So many good places you can put your energy. 17 Lean into Positive Narrative Self-Talk of Environment Opportunity Gleaning I really think leadership is vital, and women leaders are vital, and I'm so grateful there are more opportunities for women to lead today than ever in the history of the world. Figure 4 Additional Intrapersonal Communication Thriving Data 1st Codes 2nd Codes Theme Learning Learning from Challenges as Challenges Opportunities Female Leader Quote I honestly believe one of the only ways to learn and grow is to face adversity and not try and get them around it, but kind of fight through it. I feel like has prepared me for the rest of my life and everything that comes up.29 99 Learning Learning from Challenges as Challenges Opportunities I think being a mom has been a general, like not a general, but like a slow process of learning how to lead. And then as soon as you figure, like, okay, I've got this. 9 Learning Learning from Challenges as Challenges Opportunities I lead and more and more in the last year, more the capacity and bandwidth to lead and then figure out how to narrow if needed to be more impactful or if or maybe it's all about just my role in that trying to figure out that space. 47 Learning Learning from Challenges as Challenges Opportunities And then sometimes I when I see a path forward, when I get then I get really excited and I feel like, okay, I'm getting through this really tough part, and this was just a bump in the road and we can get off. 52 Learning Learning from Challenges as Challenges Opportunities I love being an academic because I get paid to learn all the time. Like, I get paid to read and sit and do things and just learn all the time.33 Learning Learning from Challenges as Challenges Opportunities That was a really good learning, like that really stretched me, and I was learning. 28 Learning Learning from Challenges as Challenges Opportunities But every day is a learning curve in this job, which I'm thankful for, because I think my personality, I would be bored if that wasn't it. If it was just the easy everyday problems, it gets boring. 42 Learning Learning from Challenges as Challenges Opportunities But there has to be some friction. There has to be some challenge or it's not going to be fun, or it's not going to be interesting or you're not going to be engaged. 24 Learning Reflect on Past Self-Reflective It's a willingness to listen to feedback. You Learning need to step back and think about, how am I going to engage other people in this? 27 Learning Reflect on Past Self-Reflective Now that I'm getting older, it's actually easier Learning kind of to see that I'm okay, I'm good, I can do hard things and I can be a leader and I can share that leadership with others as I try to be an example to them. 12 100 Learning Reflect on Past Self-Reflective Like, what can we learn from this? Where can Learning we grow and how can we be better?31 Learning Reflect on Past Self-Reflective That was not how I should have handled that Learning situation and learning and growing from it. 29 Learning Reflect on Past Self-Reflective It's being self-relective and looking at trying to Learning have moral clarity, but also recognizing that other people have moral clarity too, and that you're not always right. Leadership is showing curiosity, is trying to understand where other people are coming from and not just saying, my way or the highway.50 Learning Open to new ideas Open-Minded Learning I'm a good watcher. I really like to watch people. So I've always been that way, just choosing, pick and choose people that I allow to be influencers in my life. 11 Learning Open to new ideas Open-Minded Learning I want to be more compassionate. I want to see the good in others. I want to see their talents and their goals. And I want to see them thrive and that's what I've learned. Learning Open to new ideas Open-Minded Learning You open your eyes and your ears, and you take in all that you can. 17 Learning Open to new ideas Open-Minded Learning I really want to know from other people their perspective because I realize I'm only seeing through own eyes so I could be missing a lot of stuff. 24 Learning Open to new ideas Open-Minded Learning I pay attention to the people that I work with, pay attention to the concerns that we are all facing, and I really try to remember what's important to the people that I work with. So I'd say paying attention is a big one for me. 25 Learning Open to new ideas Open-Minded Learning I'm one person that tells people this all the time, your leadership growth never ends. It's a daily process and you're going to change every year. 32 101 Vitality Looking for learning and life Desire & Seek I've felt like I was thriving.It just every day, and maybe that's why I've have stayed here and want to be here is because there's always that continued learning, continued growth. 51 Vitality Looking for learning and life Desire & Seek I just get up and go to work because there's so much to do, so much to learn. Vitality Looking for learning and life Desire & Seek I'm feeling really energetic and ready to go with the job. Vitality Looking for learning and life Desire & Seek I was passionate about being a mom. 46 Vitality Looking for learning and life Desire & Seek Like this is what I've always wanted to do. And, and having the opportunity to do something that I care about so deeply and seeing it be very successful and making give it a huge impact on the lives of people. 23 Vitality Connection Joy in Connection I was always pretty social. Like I liked being with my friends. I liked um being with other people, meeting new people was something that I really loved doing. 31 Vitality Connection Joy in Connection I know hundreds of people, but I also think I have really deep relationships with a lot of people. 23 Vitality Connection Joy in Connection I'm that relationship person. I'm about building the people, I'm about building that connection. 33 Vitality Connection Joy in Connection And that was like, so dynamic and so fun and so energizing, you know, to see those kids out in the community and taking those skills and that was probably one of my, I had so many great experiences. 34 Vitality Connection Joy in Connection I loved doing it. It was invigorating. It gave me opportunities to think about others 35 102 Vitality Connection Joy in Connection I get a lot of energy from the people that I work with. 36 Vitality Influence Celebrate Impact I feel like as a mother in the home, you have the greatest opportunity to be a leader. And it's the most important calling, I believe, to be a good influence in your home. Every good thing that your child does should be supported and helped and loved along.17 Vitality Influence Celebrate Impact is to be able to work for myself, and that's where I thrive, where the decisions are mine and I get the business that I want, and I don't do business with people that I don't want to do business with. And I' set my own pricing and I set my, I do all the things and I love it. I love that. 55 Figure 5 Additional Interpersonal Communication Support System Data 1st Codes 2nd Codes Theme Female Leader Quote Support Confidence Validation even my dad would say to me, you you're a leader. They would say that in those words. You're a leader. You know, when they're talking, you through your tough times in adolescence in high school and my parents would say, you know, you're a leader. 52 Support Confidence Validation She helped me recognize my own strengths, build my own courage, not worry about what the guys think, about a strong woman. It's okay to be a strong woman. 103 Support Confidence Validation She's always told me, like, you can do anything you want to do. And she taught me about being a good mom. But she also taught me to be a really good employee too, and take pride in my work. So I would give her a lot of credit. 37 Support Example Inspirational Examples So I've seen her do that. She's an inspirational speaker. She is the master orchestrator drawing on lots of different people's talents so that the entire organization can be elevated to this important position. 55 Support Example Inspirational Examples I think I would love to be, as much courage as this one woman or I love how articulate this other woman is or, wow, this woman can just get up and keep doing things once she's knocked down and with grace. 47 Support Example Inspirational Examples He's a very good leader in his occupation too, and the way he does things. And so as I watch him, it kind of helps me to want to be a better leader and a better person 12 Support Feedback Critical Feedback He said, you're by far probably the most ambitious person here, and you have to understand not everyone else is there, and you need to talk to people. Support Feedback Critical Feedback I would love your input. I will mentor you if you... if you give me your feedback. Wow. That went on for about a year and a half, and we still have a great relationship where she mentors me in my business. 57 Support Feedback Critical Feedback She really gave me both concrete things that would make me a better candidate. She helped me clarify the things that I was looking for, and she gave me a lot of confidence and support. 25 Support Offering Service Offering 100%, my mother. 100%. I don't know if you know the song, the Wind Beneath My Wings. That totally makes me think of my mother. She's always been someone that's been in the background and has always kind of sacrificed. 32 104 Support Offering Service Offering my mom was a strong, fierce woman who taught us from the day we were born that we could do anything we chose to do. She never let anything be an excuse. And I think how much, what I watched her go through in her life, she didn't have her degree, she went back to school, I was the youngest of five kids, and I watched her study at three o'clock in the morning. A lot of times to get that degree, and she just taught me so much and I think she was my first mentor. 53 Support Offering Service Offering She was a very good listener and she cared about you and you could just feel that when she talked to you. And so she was a huge like mentor in my life. 8 Support Opportunities Provide Opportunitie s They just said, can you do this? Will you be on this committee? And he would they would just call me in and ask me questions when they needed some at advice and they just like XXX would say, hey, it's time in your career. 4 Support Opportunities Provide Opportunitie s And so women thrive, and a lot of times it's men who have seen them and given them opportunities who put them and supported them and they have those experiences. 47 Support Opportunities Provide Opportunitie s And I feel like my current supervisor that she's really hands off. And so I feel like she's kind of trusted me to just say, yep, just you do your thing. , I just feel like she she trusts me and she's willing to just let me kind of go. 28 Figure 6 Comparing Self-talk to Talk of Mentor: 105 Intracommunication of personal Referring to top mentor’s leadership leadership ability ability 1- mentor higher, 2 equal, 3 - self higher I think I'm just friendly, and so I think people kind of like me, just because of my personality or, you know. XXXX who was truly a leader, and he was a stake president, and he was a bishop in many leadership roles, and also in leadership roles in the community. 1 I've run from confrontation. 1 She has been an big impact because she's always one who pushes you to do better. She says what you need to hear, but she says in a way, it's not offensive. I am really good at being positive. I remember it felt like she taught how Christ would. 1 I am a leader because people do come to me for questions and I do have students. She was just a light. Like, she was so incredible. 1 My ability to kind of love people, to not feel judgment towards them. Okay. Like, I love her like no other. 1 I would hope for me that I am influential. Yeah. I would hope. that I that I am a leader. She is one that has got a lot of talent. She is one that has a lot of leadership ability. 1 I think that's one of my strengths is that I can see a vision. She does her leading and her loving in such personal ways. 1 I was born bossy. I'm really good at efficiency. 1 He is an incredible example of a person who operates on big ideas. And because of that, he has wonderful charisma and inclusivity. 106 I'm certainly not perfect. I'm certainly have lots to learn as far as being, you know, a great leader. She's just an angel. She's just really bright. And she always knows the right thing to say. She just is very humble. And yet so bright and so 1 poised and so charming, and so supportive. 'I felt maybe like lowly in my, I'm only a stay at home mom situation. She is just so in tune and she is just like, so close. It's like, it's like crazy how well she like hears the spirit. She is so good 1 That's a hard one. It's hard to it's hard to pinpoint your own strengths. She taught me I was capable. She taught me how to solve problems. 1 The higher and more visible the positions, the more equal the communication became. Here are some examples: I'm impressed with myself with how I've handled the hard times. And just her carefree, loving 2 personality that I got to observe that I was like, you know what? That's kind of the person I want to be. I liked leading because I like influencing, and that always was a drive for me. But the thing that I love about her most is how she has kept people at the center of everything she does, and she is not apologetic about that. I am very organized and pay attention to little details. I can sort of put like a long-term plan into action. 2 My mom would have an impact. She's. She is a good mom and a good grandma and a good community leader. I'm pretty open minded and, like, willing to receive feedback about things and then apply that. And I feel like I'm pretty open to other people's opinions on helping. I really appreciateated the way that she showed how how easy it can be and how you can make it fit your own life. 2 2 107 I almost always achieve all of my goals that I set for myself. I did that job and I did a really, really, really, really, She had a career and very savvy businesswoman. She is the master orchestrator drawing on lots of different really well people's talents 2 *Only a couple have self-talk that was more positive than their communication regarding their mentor and that appeared to be due to circumstance. For example, the self-talk, “I've always been somebody who loves to learn from other people. I think they always have something to offer me.” compared to “I do not know whether she felt that she was influential or a leader in her own right.” 108