<p> For the last twenty years, literature has demonstrated that women have attained jobs as faculty members within academic medicine at a steady rate. Yet, women faculty members have been consistently underrepresented in traditional senior-level positions in academic administration. Their underrepresentation is attributed to career decisions. The main purpose of this study was to examine the experiences of ELAM participants who pursued non-traditional career commitments. The problem of practice addressed the impact of career choices of women faculty in academic medicine, an understudied topic. Toward filling this void in the literature, this study utilized a constructivist methodological framework that is shaped, in part, by the Feminist Standpoint Theory, thereby, allowing the researcher to draw on pre-transcribed interview data that provide insight into ELAM participants' decisions to pursue non-traditional leadership commitments. For the purposes of this study, Traditional Leadership Commitments are defined as positions on the traditional career ladder, including faculty member positions, president, vice president, and provost. Non-traditional Commitments are defined as Director of Residency, Deputy Dean of Education, and Associate Director Echocardiography Lab. </p><p> The main question generated four operational research questions that, in turn, yield four findings that facilitate an understanding of the experiences and decisions that influenced women faculty choices to pursue non-traditional leadership positions. Finding One indicated that there are no 'dedicated leadership pipelines' for women seeking to advance to senior-level positions, and the 'leadership pipeline model' has failed to provide women with viable professional strategies for advancement. Finding Two demonstrated that the misalignment between institutional policies and work-life integration impedes women's advancement to senior-leadership positions. Finding Three showed that Non-traditional careers are viable and sustainable interventions for women seeking advancement to senior level positions in academic medicine. </p><p> Finding Four revealed that ELAM is a valuable intervention that enables its participants to become self-determined and self-directed agents in the creation of their non-traditional commitments as alternative 'career choices' to traditional senior-level leadership positions. By examining the experiences of ELAM participants who pursued non-traditional leadership commitments within academic medicine, this study made a scholarly contribution to the larger body of literature regarding women faculty career choices.</p>

<p> The purpose of this qualitative research methods study with empirical phenomenological research design was to explore the lived experiences of the African American females compared to other populations entering engineering or other Science, Technology, Engineering and Mathematics (STEM) program in colleges. Although African American females have made some strides in educational achievements, there continues to significantly less progress in engineering and other STEM disciplines. Many occupations in the science, technology, engineering, and math fields require degrees in STEM to be considered for interviews and eventual employment. The African American female population in order to be more successful in engineering or other STEM programs it will be necessary to understand what barriers may exist that hinder positive results on an ongoing basis. The general problem of low numbers of female minority college students in STEM programs continues to create concerns for administrators and instructors. Proper evaluation and recommended improvements are needed to improve success rates for the African American female students. The goal of this research was to interview approximately 20 &ndash; 25 African America female college students in engineering and other STEM programs to identify what obstacles may exist that might hinder their success in these programs and make recommendations for improvements in the future.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2006. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2850. Title from dissertation home page (viewed Mar. 28, 2008). Adviser: Mary Howard-Hamilton.

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4633. Advisers: Edward P. St. John; Don Hossler. Title from dissertation home page (viewed May 21, 2008).

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from PDF t.p. (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0494. Adviser: Vasti Torres.

<p> It is often that during their academic pursuits, to become successful, low-income African-American women must learn to navigate an upstream current through higher education, where the established order in the academy is based on Western European values that often conflict with African-American values (Harper, Patton &amp; Wooden, 2009; Phinney, Ong and Madden, 2000). Because many lack preparation and tools for success in higher education, without immediate intervention, low-income college students tend to experience academic failure during their first semester at the university level (Acevedo and Herrera, 2002). </p><p> The present study analyzed eight interview transcripts of African American women, all of whom had been mentored through Hunt's Inclusive Community Building Ellison Model (The Ellison Model) (Hunt, 1994). The data described the participants' experiences in higher education and their perceptions of The Ellison Model and its role in assisting them to overcome the "glass ceiling" in higher education. Analysis of the transcripts involved: (a) <i>emergent</i> coding wherein a preliminary review of the data revealed themes, including (a) mentoring/support, (b) dialogue between mentor and mentee, (c) conflict resolution, (d) The Ellison Model values, and (e) living two lives. Further, categories were created to examine the data more closely. </p><p> Findings of the data showed a consensus among the perceptions of these women from low-income background of the existence of a glass ceiling as they pursued higher education. This glass ceiling was perceived variously: (a) an external glass ceiling, (b) a self-imposed glass ceiling, and (c) a lowered glass ceiling. Moreover, the study showed that the women perceived mentoring as an effective means for assisting low-income African American navigate between home and university space, "living two lives" (Hoyt, 2003). Finally, the study showed the profundity of The Ellison Mentoring Model, specifically, as a viable approach to helping low-income African American women overcome the glass ceiling as they pursue higher education. This study has implications for higher education institutions in their efforts to recruit, retain, and graduate more ethnic and gendered minority students, and confirms the benefit of a mentoring component as a major part of student service programs at higher education institutions.</p>

<p> The purpose of the study was to identify perceived effective leadership in higher education by examining the indicators of effective leadership in a holistic viewpoint from an executive female leaders approach. Theoretical studies have examined female leadership development; however few have statistical data to address the concept. In addition, leadership competencies in four year higher education institutions have not been clearly stated; therefore evaluations are not consistent and have no baseline by which to begin. The study addressed both leadership competencies in four year institutions as well as female leadership. The study utilized Q Methodology with a two tier approach to conceptualize the perception female leaders in higher education have on effective leadership. Participants received a concourse of 61 statements to sort according to their perception of effective leadership indicators which they have observed in others they have worked alongside with a ranking system of &ldquo;most effective leadership indicator&rdquo; (+5) through &ldquo;least effective leadership indicator&rdquo; (-5). Participants were also asked to sort the same statements, with the same ranking scale, based off the perception of their own leadership indicators. Participants included 18 (for Qsort1) and 15 (for Qsort2) female vice-presidents/chancellors from higher educational institutions in North Carolina and Maryland. In addition, participants completed post-sort questions for demographic purposes as well as to further explain their rankings of the top three and lowest three statements in each of their sorts. For both Qsort1 and Qsort2, two factors emerged from each as effective leadership indicators: Adaptive Leadership and Enabling Leadership. </p><p> The results of this study indicate that effective leadership in higher education needs to be both adaptive and enabling to the environment in which one is placed. A primary need for effective leadership is the ability to provide long-range planning through objective analysis, thinking ahead, and planning. In addition, using frameworks to analyze complex situations and understanding complexities as well as emerging trends in higher education are important for effective leadership in higher education. The overarching areas which the participants point toward in their rankings of the statements are the need for flexibility, adapting to circumstances, and helping others learn their roles to be self-sufficient. The area which did not appear as important for effective leadership was the theme of administrative leadership. These statements encompassed following procedure and process to complete tasks. </p><p> The insight provided by the female executive leaders in higher education regarding effective leadership indicators are relevant to several areas. Gaining a deeper understanding of what areas females can pursue in order to be effective leaders can only strengthen their positioning in the higher education career ladder. In addition, higher education institutions seeking to utilize more accurate performance standards for those in leadership positions could utilize the results to place a threshold for executive leaders to adhere to. The current study should be utilized as a springboard for future leadership studies in the areas of higher education and female leadership to further provide empirical information which could enhance the leadership skills of future female leaders. </p>

Thesis (Ph.D.)--Indiana University, School of Education, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4625. Adviser: George Kuh. Title from dissertation home page (viewed May 21, 2008).

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3241847."