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Harriman et al.  Advancements in Agricultural Development 
  Volume 1, Issue 2, 2020 
  agdevresearch.org 

1. Hallie C. Harriman, Agriculture and Natural Resources County Extension Agent, University of Georgia 
8724 John Marshall Hwy., Star Tannery, VA 22654 
hallieharriman99@gmail.com, https://orcid.org/0000-0003-1279-3231  

2. Nicholas E. Fuhrman, Josiah Meigs Distinguished Teaching Professor, University of Georgia 
135 Four Towers | Athens, GA 30602 
fuhrman@uga.edu, https://orcid.org/0000-0002-0969-0541 

3. Kathleen K. Kelsey, Professor and Director, Impact Evaluation Unit, University of Georgia 
203 Lumpkin House, 145 Cedar St., Athens, GA 30602 
kaykelseyuga@gmail.com, https://orcid.org/0000-0001-9683-6993  

4. Kyle M. Woosnam, Associate Professor, University of Georgia 
180 E. Green St., Athens, GA 30602 
woosnam@uga.edu, https://orcid.org/0000-0001-6674-7578  

24 

Forest Management and Empowerment: A Phenomenological 
Inquiry into the Experiences of Women Forestland Managers 

in the State of Georgia, USA. 
 
 
 

H. Harriman1, N. Fuhrman2, K. Kelsey3, K. Woosnam4 

 
  

Abstract 

Women are increasingly becoming the primary decision-makers of forested properties throughout 
the United States. The purpose of this study was to understand the experiences of women forestland 
owners in Georgia. A qualitative phenomenological research design was used to interview nine 
female forestland owners. Three themes emerged from the semi-structured interviews. Participants 
stated that land management involved: (a) initial feelings of inadequacy (an imposter syndrome), (b) 
personal and professional resources, and (c) genuine relationships. The theory of empowerment 
provided a basis for interpreting the findings and aided in the development of recommendations for 
future practice and research.  We found that  women experienced a temporary imposter stage early 
in land management that gave way to feeling empowered as their experiences with managing land 
increased. Access to trustworthy information, as well as genuine relationships with forestry 
professionals and other landowners, played key roles in such advancement. We recommend  
strategies for natural resource professionals to consider, including encouraging formal and informal 
networking opportunities when working with female audiences, including at educational outreach 
events like those hosted by Extension. 
 

Keywords 

Empowerment theory, Forestry, Natural resource management, Underrepresented audiences, women 
landowners 



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Introduction and Problem Statement 
 
A growing phenomenon occurring throughout the United States is that women are increasingly 
becoming the primary decision-makers of forested properties. In a field historically dominated 
by men, this has resulted in gender-based differences in perceptions of land ownership and 
services rendered. For instance, management philosophies and objectives differ as men are 
more likely than women to own their land for privacy, hunting, recreation, or timber purposes 
(Butler et al., 2018). Women are less likely to participate in active management than men, 
including harvesting timber for sale, and participating in landowner assistance programs (Butler 
et al., 2018). Furthermore, studies regarding adult learning indicated that women preferred 
different learning mediums and strategies than men (Grover & Miller, 2014; Fegel et al., 2018; 
Redmore & Tynon, 2010). These variances can result in ineffective outreach and extension 
programming for female audiences, which translates to poor adoption rates of best 
management practices among women timberland managers. The research reported here 
qualitatively explored the experiences of women timberland managers in Georgia, U.S. and how 
empowerment theory can facilitate greater understanding of women’s educational preferences 
and professional relationships (Perkins, 2010).  
 
Women are visible in nearly all natural resource occupations, whether in the field or office 
(Redmore et al., 2011; Wagner, 2015). Research conducted over the past twenty years 
indicated that perceived gender differences exist and have preserved a culture of gender and 
racial exclusivity within forestry that advantages white men above other groups (Pinchot 
Institute for Conservation, 2006). For instance, white men overwhelmingly comprise the 
majority of workers in the U.S. forest industry. Recent figures show that 71.3% of conservation 
scientists and foresters are male, while 26.9% are female (DataUSA, 2017). Private landowner 
demographics are similar on the national scale (Butler et al., 2016) as 78% of primary 
landowners were male and 22% were female (USDA, 2016). However, as of 2016, the gender 
makeup of forested property owners in the U.S. shifted, whereby secondary landowners 
[generally spouses and/or children] accounted for 83% of respondents (USDA, 2016). 
 
The growth in female ownership is attributed to an increase in land inheritance from parents, 
an increase in property purchases by women, and a tendency of women to outlive their male 
spouses (Butler et al., 2018; Effland et al., 1993; Warren, 2003). With this trend comes a need 
to better understand the educational preferences and professional relationships of women 
when engaged in land management.  
 
Landowner education is a primary concern for many natural resource organizations, particularly 
those promoting active land management objectives in tandem with conservation-based 
philosophies. Cooperative Extension plays a critical role in disseminating research information 
to the public. Kuhns et al. (2004) reported that men and women think differently about 
forestry, particularly from a management perspective. Other studies have also reached similar 
conclusions in that women were more likely than men to manage their property for wildlife and 
aesthetic purposes, whereas men sought  consumptive or utilitarian purposes for their property 



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(Crim et al., 2003; Lidestav & Ekström, 2000; Redmore, 2009). Women were also more likely 
than men to see value in networking, outreach and workshops, and mentors (Pinchot Institute 
for Conservation, 2006). These fundamental differences in management philosophies and 
learning preferences are essential to consider when planning Cooperative Extension activities  
and prompted the need for the current study. 
 

Theoretical and Conceptual Framework 
 

The theory of empowerment allowed the researchers to identify key variables that may have 
influenced participants’ experiences.  The term empowerment is utilized by many disciplines 
and has varied meanings (Page & Czuba, 1999). A general, yet popular definition of 
empowerment describes it as the process of gaining mastery over one’s life (Rappaport, 1984). 
For the purpose of this research, empowerment was defined as:  

 
An intentional ongoing process centered in the local community, involving mutual 
respect, critical reflection, caring, and group participation, through which people lacking 
an equal share of valued resources gain greater access to and control over those 
resources; or a process by which people gain control over their lives, democratic 
participation in the life of their community, and a critical understanding of their 
environment (Perkins, 2010, p. 207). 

 
Further exploration into empowerment recognizes the existence of psychological and personal 
empowerment (PE). PE is generally described from a psychological perspective, and it is 
comprised of two constructs, locus of control and self-efficacy (Sadan, 1997). Kieffer (1984) 
viewed PE as a long-term process of adult learning and development. Based on those beliefs, an 
empowerment framework was created with four stages that are particularly relevant for those 
in Cooperative Extension, they are entry, advancement, incorporation, and commitment. Entry 
is motivated by an individual’s experience of some life-changing or threatening event to oneself 
or family (Kieffer, 1984). As individuals advance, they  experience a mentoring relationship, 
supportive peer relationships with a collective organization, and an understanding of social and 
political relationships (Kieffer, 1984). As individuals enter the incorporation stage, they perceive 
a growing recognition of organizational standing (Kieffer, 1984). Finally, commitment occurs 
when individuals apply their new participatory competence to their lives (Kieffer, 1984). 
 
The theory of empowerment directly relates to a female land manager’s ability to make 
informed, confident decisions.  Cooperative Extension professionals are likely to play a key role 
in influencing PE and feelings of self-efficacy among female land managers through educational 
interventions. However, the types of intangible and tangible empowerment outcomes are not 
currently known, nor understood, among Georgia female landowners, which prompted the 
need for this study.  
 

 
 



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Purpose 
 

The purpose of this study was to discover the essence of how women experienced timberland 
management in Georgia. Two research questions were used to guide data collection and 
analysis: (a) what do women experience as forest land managers in Georgia? and (b) how do 
women experience forest management in Georgia? Insights gained from this research were 
used to create guidelines to better serve female landowners regarding active land 
management.  

 
Methods  

 
Phenomenology was deemed appropriate for this study due to the need for an in-depth 
understanding of the emic or lived experiences of women in land management positions 
(Creswell, 1998; van Manen, 2014). This approach allowed female timberland managers the 
opportunity to share obstacles, successes, revelations, and other pertinent experiences in a 
safe space.  
 
Location and Sample Population 
Georgia was deemed ideal as a study location due to its status as one of the top forestry states 
in the U.S. (Georgia Forestry Commission, 2017). For instance, Georgia is #1 in commercially 
available, private timberland, #1 in annual timber harvest volume, and the #1 exporter of pulp, 
paper, paperboard mill products, wood fuel, and wood pellets (Georgia Forestry Association, 
2017). Women who own land in Georgia are likely to be engaged in active management 
practices, which made for an appropriate study audience.  
 
The population for this study stemmed from two Georgia forestry organizations, Ladies for 
Their Land and Greene-Morgan Forest Landowner’s Association. All participants met the 
following selection criteria: identified as female; owned, co-owned, or planned on inheriting the 
property being managed; had the authority to make land-use decisions; and the managed 
property was a minimum of 10 acres. Nine participants completed the study. 
 
Interviews 
Data were collected through in-depth, face-to-face interviews with nine participants. Interviews 
followed a semi-structured protocol with probing questions to further explore the phenomenon 
in question. The guide consisted of ten main questions and fifteen sub-questions. Pseudonyms 
were assigned to participants to protect their privacy. After interviews were completed, we 
conducted a member check by sending each participant a verbatim transcript of their 
respective interview, as well as conversation highlights to verify accuracy of the data (Janesick, 
1994; Lincoln & Guba, 1985). All participants responded to the member check.  
 
 
 



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Subjectivity Statement 
The lead author conducted all interviews and provided leadership for the analysis of all data. 
She grew up on 12 acres of forestland in Virginia’s Shenandoah Valley and spent much time 
outdoors. She holds a Bachelor’s degree in natural resource conservation, with a minor in 
forestry, a Master’s degree in agricultural and environmental education and has worked for a 
Department of Forestry where she was afforded the opportunity to interact with private 
landowners. She believes that gender equality within forestry is essential and that strength lies 
in bringing diverse perspectives to bare on solving complex problems.   
 
Limitations 
The data presented here are limited to nine  female landowners in Georgia and cannot be 
generalized beyond the participants. In phenomenological research, the researchers are 
considered the data collection instruments (Creswell, 2007). This introduces bias due to the 
researcher’s experiences and perspectives. Along with the aforementioned subjectivity 
statement, an interview guide and journaling exercise were created from a comprehensive 
literature review to minimize data collection bias and ground the study in the literature. By 
purposefully sampling female participants, we inherently created a space where gender 
entered the academic conversation. Consequently, all participants mentioned something 
gender related. It is possible that in a blended female/male study, participants would have been 
less likely to acknowledge and share gendered experiences.  
 
Data Analysis 
Reflexive thematic analysis (RTA) was used to identify patterns and synthesize meaning across a 
dataset (Braun & Clarke, 2008; Maguire & Delahunt, 2017). We employed the following RTA 
recommendations for analysis: (a) familiarization with the data, (b) coding, (c) generation of 
initial themes, (d) cross examination and review of themes, and (e) finalization of themes 
(Braun & Clarke, 2008). In order to establish trustworthiness and quality throughout the study, 
we adhered to Lincoln and Guba’s (1985) approaches for increasing credibility, transferability, 
dependability, and confirmability (Table 1).  
 
Table 1 
Approaches to Ensure Trustworthiness and Quality 
Approach Description  Strategies Employed 
Credibility Establishes truth value, which 

corresponds to overall 
confidence in study findings 

Persistent observations, documented 
reflections, peer debriefing, and 
member checks 

Transferability Contributes to the rigor of a 
study by demonstrating the 
applicability of the research 

Purposive sampling and thick 
description 

Dependability Establishes consistency All changes made throughout the 
study were noted to provide absolute 
transparency 

Confirmability Demonstrates objectivity Practiced reflexivity 
 



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Findings 
 
Demographic Profile of Participants 
Participants were asked to provide demographic information at the time of the interviews. 
Two-thirds of participants co-owned the property they managed, while one-third solely owned 
and managed their respective properties. The amount of acreage owned varied greatly from 
100-3,500 acres. Participant age ranged from 45 to 84 years (average = 68 years). More than 
half of the participants were widowed, and all identified as white. 
 
What and How Participants Experienced as Forestland Managers 
Three themes emerged from the semi-structured interviews. Participants stated that land 
management involved: (a) initial feelings of inadequacy (an imposter syndrome), (b) personal 
and professional resources, and (c) genuine relationships. 
 
Imposter syndrome 
Women forestland managers experienced an imposter syndrome period when they initially 
took on management roles. Five participants reported feeling out of place, overwhelmed, 
inexperienced, and/or not qualified to make decisions on their own due to a lack of familiarity 
with forest management. These experiences occurred early in their land management roles but 
faded as time went on. Alice alluded to this by sharing her largest obstacle when she first began 
managing her land. She said, “Not knowing enough. Just not knowing enough.” Other 
participants mirrored this sentiment by sharing similar accounts about their initial dive into land 
management. For example, Becky said, “I would call myself emerging [she began solely 
managing her property in 2018-2019] … I’m just so overwhelmed with all that there is to learn 
… now we depend on our forest manager.”  
 
Seven participants inherited property. These women initially found it more difficult to assume a 
land manager identity because their husbands or fathers were the primary caretakers of the 
land. Hollie shared in her interview that she “fell into it [land management].” Ingrid expanded 
upon her personal situation by communicating her feeling of displacement after her husband 
passed away by stating,  

 
So, when my husband retired … he started buying up some pieces of land that had been 
in his family and I didn’t really know what he was doing. I was busy with my little things 
… So, I have not really known about being a forester or forestry or anything like that 
until after he died. And I found myself the owner of a lot of pine trees and a lot land 
where I had to figure out what to do with it.  
 

The imposter syndrome was a transitional stage for participants. They eventually achieved 
confidence in their roles as land managers. Catherine shared she was “… much more 
knowledgeable. More confident. More relaxed” after learning the ropes in forest management. 
All of the participants had similar experiences of personal growth and development and 
continue to gain confidence in their ability to manage.  



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Personal and professional resources  
All participants were thoughtful listeners and tended to make calculated decisions based on 
personal knowledge and advice from a trusted forestry professional. Six participants reported 
consistently wondering about and hoping that they were making the correct land management 
decisions. Faith said, “I am always wondering if I’m doing the right thing for the environment.” 
All participants also stated that it was important to take an active, rather than passive, role in 
managing their properties and viewed continuing education as necessary for their success. 
Becky shared the importance of using guidance from a variety of forestry professionals, as well 
as her desire to make more independent decisions in the future. Becky said, 

 
I think a repeated, but consistent experience … is getting the job under control and 
feeling that I know all the tasks I need to do to manage our timberland well. As I learn, I 
rely on the advice of professionals. I get help and guidance from our forestry consultant, 
attorneys, and our accountant. We have access to wonderful help from capable, wise, 
ethical men. At the same time, I know that the decisions are mine. I have to take the 
information given by these experts … and make the best decision possible. At first, I 
relied totally on their advice and have not made bad decisions but realize that our family 
has choices and we are the people responsible for the decisions made about our 
timberland. 

 
All participants discussed the importance of having access to reliable, trustworthy sources of 
forestry information. Hollie noted the landowner forestry organization she belonged to 
(Greene-Morgan Forest Landowner’s Association) had increased her interest in management 
techniques and approaches. She expressed her reliance on her consulting forester and briefly 
described their relationship. Hollie said, “And having a good manager, you know. I don’t know 
anything about what I should be doing or anything … And so, my manager is a valuable asset.” 
Alice also shared an in-depth response detailing her advice to other land managers. She was 
particularly adamant about the need to reach out to all kinds of resources. Alice said, 

 
There is so much learning to be done about how to manage your farm or forest. You 
could spend from now until forever researching, reading, and practicing new skills and 
tactics for healthy land management. One of the best ways to do this is by joining 
organizations, associations, and various groups that share in your interests … 
Information and technical assistance can be gathered through many resources like the 
USDA, Cooperative Extension, universities, the Society of American Foresters, local 
Registered Foresters, and neighboring landowners. These conduits can provide 
meaningful material and act as inspiration for your own land practices.  
 

The preference of information conduits varied amongst participants. The top three resources 
mentioned included landowner organizations, forestry professionals, and federal or state 
sponsored forestry organizations, which included Cooperative Extension. Resources are further 
described in Table 2. Frequency refers to the number of participants who cited using this 
resource.  



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Table 2 
Educational Resources Used or Mentioned by Participants via Interviews  
 
Landowner organizations f 
Other landowners 9 
Greene-Morgan Forest Landowner’s Association  8 
Ladies for Their Land 3 
Georgia Forestry Association  2 

  
Forestry professionals  f 
Registered foresters / consultants 9 
Timber buyer / logger 4 
Attorney / accountant 2 

  
Federal or state sponsored f 
Georgia Forestry Commission  6 
Natural Resources Conservation Service  4 
Cooperative Extension 3 

  
Non-profit f 
American Tree Farm System 1 
Longleaf Alliance 1 
Society of American Foresters 1 

  
Other land management resources f 
Various online and in-text publications  2 

 
All participants valued continuing education courses but noted they can be improved upon. 
Participants cited a need for more small landowner workshops. Catherine said,  

 
I think people that are coming out of forestry school are trying to manage large, large 
tracts of land. Work for corporation. Manage it that way rather than for a small 
landowner … And small landowners … it may not be economical for them to do things 
the way … somebody that owns several hundred thousand acres would do. 
 

Donna, a small landowner with 106 acres, said, “The small landowner is at a disadvantage … 
because an awful lot of the loggers don’t want to fool with you.” Alice expanded upon small 
landowner woes by adding forestry programs are geared towards “industry” or larger 
landholdings.  
 
There was veritable participant interest in inviting forestry professionals to land events, such as 
procurement representatives, buyers, loggers, mill operators, and college faculty / staff. 
Catherine was especially interested in more workshops that focused on the timber market and 



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associated taxes. Catherine also noted there is a lot of overlap between forestry education 
workshops and events. She said, “Eventually they’re all the same. You’ve been to enough of 
them that … there’s not much new.” Donna expressed the same sentiment and said, “There is 
some stuff lacking for people like me [advanced landowners].” Providing a workshop series 
based on skill level and interest was proffered by Donna and supported by two other 
participants. The cost of attending forestry programs was also mentioned as an obstacle by two 
participants.  
 
Genuine relationships 
The participants believed in creating genuine relationships with forestry professionals and other 
landowners, and a strong sense of community was present. When asked about her experiences 
with the current culture of forestry, Becky viewed the “good ole boy system” in an optimistic 
light. She stated, “Good ole boy almost sounds crooked. There’s also the good ole boys where 
the boys are good. And they just … treat everybody right.” Faith echoed this statement and 
described her positive relationships with local forestry organizations and personnel. She 
reported it is because of the “small town living” often found in rural communities. She found 
the qualities in rural areas, such as helping your neighbor, “carries over in those agencies [GFC] 
because they’re all local guys.” Gemma fixedly stated for other female land managers to not be 
afraid and to, “Go out there and find yourself someone who’s been there, done that, and they 
can point you in a good direction. Having trusted, sage advice is invaluable.” She strongly 
believed that most forestry professionals and organizations were looking out for the 
landowner’s best interest.  
 
All participants noted genuine relationships revolved around mutual respect and a feeling of 
being valued. Both the landowner and the forestry professional must hold themselves to high 
personal standards when working with one another. Eleanor said,  

 
If someone speaks to me with respect for me and my need and desire to know more – 
I’m far more comfortable whatever their recommendations are because I don’t feel like 
there’s some hidden agenda or that they’re pushing me through.  

 
All participants were asked what ingredients made for a healthy, professional relationship with 
forestry professionals. They overwhelmingly responded with three qualities: respect, honesty, 
and knowledge. Becky shared an additional quality: clout in the industry. She reported it was 
helpful for a forestry professional to have regional knowledge, as well as influence. Becky also 
found it extremely helpful, at the beginning of her managing career, to have a consultant who 
was welcoming. She felt welcomed by receiving emails and reminders about upcoming 
management events, as well as the occasional phone call to let her know about a beetle 
outbreak or some other happening that might affect her forestland. Faith reported that 
establishing credibility is vital in the landowner-forestry professional relationship. She shared, 
in her experience, facilitating “cooperation and eagerness” was key to strong partnerships and 
successful management projects. Eleanor offered some sage advice related to genuine 
relationships with forestry professionals. She shared, “I would recommend that any new land 



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manager look for a forestry consultant with the heart of a teacher and an interest in long-term, 
sustainable solutions for your land as well as a long, healthy working relationship with you.” 
 
Genuine relationships imply mutual respect between landowners and forestry professionals. 
Throughout the study, participants were asked what made them feel accepted as landowners in 
their local forestry communities. Hollie expressed involvement as a key factor in feeling 
accepted. She reported that honest, consistent communication helped her feel accepted 
because she felt valued and appreciated. Gemma, who was both a landowner and forestry 
consultant, shared her views on acceptance as a forestry professional by stating, “I’ve been 
entrusted with peoples’ livelihood, peoples’ inheritances, peoples’ way of life. You know they 
trust us – me – to make these big decisions …that shows me that I’m trusted, and I’m accepted. 
Your reputation [your word] is everything.” Alice saw forestry as a vibrant, robust, and positive 
network of landowners, forestry professionals, and organizations. She fittingly said, “The 
people in forestry are some of the best people you’ll ever meet. They’re real people, who have 
real values and are interested in helping each other.” 

 
Conclusions, Discussion, and Recommendations 

 
In summary, more than half of the participants in this study reported initially feeling out of 
place, overwhelmed, inexperienced, or not qualified to make decisions on their own due to a 
lack of familiarity with forest management upon acquiring their land. This experience was 
categorized as a type of imposter syndrome, which refers to a state where individuals find it 
hard to believe they deserve credit for what they have achieved, and remain internally 
convinced they do not belong (Sakulku & Alexander, 2011).  
 
The imposter syndrome relates most closely to the empowerment theory (Kieffer, 1984; Lord & 
Hutchison, 1993). Regarding participant experiences, the described phases were not 
experienced in a specific order. Some participants experienced all the phases, while others 
experienced only a few. Participants built confidence in management decisions after 
experiencing entry, advancement, incorporation, and commitment (Kieffer, 1984). 
 
Based on study findings, participants in the entry stage acquired land via inheritance or 
purchase. In the advancement stage, participants sought out information to learn 
independently, often by contacting a trusted, public organization. They also established a 
mentoring relationship with a trusted forestry professional and other landowners. In the 
incorporation stage, landowners became active within local forestry organizations. Finally, 
participants demonstrated commitment by implementing active land management practices 
with confidence.  
 
Forestry organizations and professionals that provide land management education also played 
a pivotal role in facilitating participants’ empowerment via learning and networking. In the 
context of Cooperative Extension, this psychological process directly relates to Agriculture and 
Natural Resources (ANR) agents who served as information conduits and networking tools. 



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Participants mentioned a variety of supportive resources that aided them with their land 
management decisions, with the top three being landowner organizations, forestry 
professionals, and federal or state sponsored forestry organizations, respectively. Previous 
research suggested that individual involvement in such community organizations helps to 
decrease feelings of inability and isolation (Berger & Neuhaus, 1977; Zimmerman, 2000).  

 
Natural resource professionals, particularly those in Cooperative Extension and forestry 
education roles, are advised when working with predominantly female audiences to allow 
ample time for networking, such as through an opening coffee hour during meetings. This 
would encourage the development of genuine relationships with others. It is also advised that 
educators create a formal mentorship program between experienced and novel female 
managers to promote fellowship, information exchange, and a culture of inclusiveness. Finally, 
natural resource educators are recommended to facilitate a new landowner event where 
forestry organizations (public and private) showcase their available educational and technical 
resources. This would enable landowners the opportunity to view local resources, as well as 
develop relationships with professionals in the field. 
 
Future research should focus on how the characteristics of an educator can potentially 
influence empowerment as a learner. Ample research touts the benefits of female-oriented 
programs, but none have examined the effect of female speakers or facilitators on audience 
adoption of best practices. A final research suggestion is to examine silent or marginalized 
female landowners. These are women who do not actively participate in management practices 
or continuing education. How might these landowners be recruited and engaged, and what role 
does empowerment play, potentially through Cooperative Extension, in their decision to not 
practice active landownership strategies? 

 
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