The purpose of this study was to understand the experiences of women who have children and work in mid-level student affairs positions. The study of this phenomenon was driven by four problems: (a) women face barriers in rising to upper-level leadership positions, (b) women are more likely than men to leave the field of student affairs, (c) there is a dearth of research related to women who have children and work in student affairs, and (d) the mid level has received inadequate research attention. These issues for women in student affairs called for further examination of career development strategies and work-life balance support and initiatives. Without meaningful support for career development and work-life balance, women professionals may continue to leave the field at a higher rate than men. Within the naturalistic inquiry research paradigm, I adopted a phenomenological approach. Fifteen women at colleges and universities in Texas, who held mid-level student affairs administrator positions and were mothers, were interviewed. Data were analyzed using the content analysis method. The findings indicated that the dual roles of being a mother and an administrator presented challenges and rewards for each participant. The women often experienced overlap or collision between the two roles and the navigation of the role collision prompted the women to develop strategies to address these challenges. The five most common strategies that participants used were (a) building support systems, (b) defining boundaries, (c) managing time efficiently, (d) focusing on family, and (e) taking care of self. An analysis of the women's experiences related led to five major conclusions: (a) mother + administrator = a potentially rewarding challenge, (b) acknowledging role interconnectedness is important, (c) combining the two roles comes at a cost, (d) career path is shaped by dual identifies, and (e) personalized strategies are key to success. Based on the findings, a new conceptual framework was developed to capture the essence of women administrators in student affairs. Implications for human resource development were drawn to address career development and work-life balance issues in the field of student affairs.

Increases in the employment of women in administrative and managerial careers have drawn attention to a need for research that examines the interdependency of work and family roles, a need that is particularly crucial in the area of academic administration. This was a qualitative study of the strategies and support systems women educational administrators use to deal with the multiple roles they perform in life and work while pursuing doctoral studies. Forty-four women educational administrators enrolled in Virginia Tech's fall 1996 dissertation seminar were selected to participate in a telephone interview. Each participant's responses were recorded and transcribed. Data were sorted using a variable-oriented format. Matrices were used to categorize and analyze the data, note emerging patterns of strategies and support systems, and compare and contrast roles across personal and situational variables. The women in this study cited time as the common factor in most role conflicts occurring during their years of doctoral study. Strategies that centered around time management (prioritize, delegate, compartmentalize,) were used to deal with their multiple roles. Feelings of guilt, stress, exhaustion, and isolation were common. They depended on positive and affective support systems that included family, friends, co-workers, and cohort members to deal with responsibilities of home, work, and doctoral study. A strong sense of commitment, determination, and spiritual faith was credited most often as the one thing that kept them going as they responded to the problems, issues, concerns, and challenges of performing multiple roles in life and work. / Ed. D.

The objective of this study was to identify if women have made statistically significant increases as top-level administrators in institutions of higher education during the period 1983-98. The research focused on the following areas: (1) Have women made significant increases as administrators during 1983-98? (2) Have women made significant increases in their proportion of total administrators during 1983-98 in the following areas: (a) comprehensive institutions, (b) doctoral institutions, (c) liberal arts institutions, and (d) research institutions? (3) Has the proportion of women administrators in private institutions increased significantly more than the proportion of women administrators in public institutions for 1983-98?

This study provided case studies of three female elementary school principals, identified by their supervisors and administration of the Multifactor Leadership Questionnaire as transformational. Data collected included the Organizational Culture Inventory, principal and teacher interviews, observations, and artifacts. Qualitative data were analyzed utilizing the computer program, HyperQual2. The data were used to determine how these principals articulated their vision, shared leadership, empowered their teachers, and demonstrated transformational behaviors. The principal behaviors were consistent with transformational research. They interacted with others to articulate their vision. They were respected by teachers as educational leaders and were seen as child-centered and facilitative. These principals were comfortable with shared decision-making and encouraged teachers to assume leadership positions. Suggestions for supporting and promoting transformational leadership behaviors were made. They included administrative coursework and district policies and practices that develop the transformational skills of educational administrators. The characteristics of transformational leaders in these case studies also provide models for administrators who are restructuring their schools.

Thesis advisor: Karen Arnold / Despite an increasing number of Asian American women earning the advanced degrees necessary to qualify them for senior administrative positions such as dean, vice president, provost and president, this group remains severely underrepresented in the upper administrative ranks in American higher education. The purpose of this qualitative study was to determine if mentoring relationships, which research has shown to be vital to the success of other women administrators of color, would prove important to Asian American women administrators at critical career junctures. Eleven Asian American senior women administrators from four different ethnic backgrounds were interviewed. Two theoretical frameworks were used to interpret the data: relational cultural theory to analyze each interview from the participant's point of view, and; critical race theory to review the data from the institutional perspective. Many of the women experienced factors reported by other women administrators of color: a culture dominated by White men; sexism and racism; feelings of isolation, and; gender-typed family concerns. Most of the women also faced the model minority stereotype of being perceived as passive, yet analysis of their interviews revealed that they did not behave passively. Also contrary to what research has shown to be the experience of other women administrators of color, several reported more instances of sexism than racism. The majority of the women had White male mentors, which is consistent with the literature. For the women who had both male and female mentors, several experienced more career than psychosocial mentoring from their male mentors, a pattern opposite what is typical for other women administrators of color. No clear patterns emerged with regard to how the women utilized their mentors at critical career junctures. The interviews revealed that the women in this study were distinctly different from each other, which disputes the assumption that all Asian American women are similar. This study challenges how these women are currently perceived, and institutions must re-examine their current policies and practices to better support this population. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Higher Education Administration.

Increasing numbers of women have gained access to college and the college teaching profession worldwide. However, women continue to be underrepresented in academic, research, and leadership positions. Women who have aspirations for top leadership positions still encounter numerous internal and external challenges. Existent literature on women administrators' career advancement in higher education also has revealed that in order to reach top positions, it is necessary that women leaders utilize available resources and strategies. Studies on women administrators' career advancement have focused primarily on female leaders or professors in Western universities. This study contributes to this scholarly knowledge by adding women leaders' voices from the East. I used a qualitative descriptive approach to investigate how eight women senior academic administrators in two public research universities in Indonesia navigated their way to leadership positions. I collected the data using two to three hours of interviews with each woman during the summer of 2009. From the interviews, six themes emerged: (a) family is key in these women's efforts to manage tensions between professional and domestic roles, (b) support from the closest individuals was important in balancing the participants' multiple roles, (c) my participants' personal attributes helped them in accomplishing their responsibilities, (d) heavy workloads contributed to women's lack of aspiration to pursue top leadership positions, (e) institutional policies regarding promotion systematically favor men, and (f) women had to work harder to become leaders. Findings of this study revealed that culture and religious beliefs distinctive to Indonesian contexts can facilitate or hinder women senior academic administrators' career advancement. Reflections of these women suggested that the strong support system in the Javanese culture helps women administrators in balancing their domestic and public roles. Socioeconomic status has affected women's career advancement as well. Women who have the means, resources, and assistance to accomplish their domestic roles are more likely to focus on their careers. Findings also indicated that women's religious beliefs affected how these women viewed their roles in public and at home and how they balanced their complex roles. All my participants agreed that women's God-given task is to be a mother and a wife. This belief served as a strong foundation as these women navigated their careers. They affirmed that women should not forego and neglect these roles when pursuing their careers. Despite their concern with women's low representation in top leadership positions, they agreed that policies designed solely to increase women's participation are not enough. They concurred that women had to work harder and showed strong determination to become leaders.

The purpose of this study was to examine the reasons that deter qualified females who have successfully completed administrative certification programs, from applying or accepting positions in school site administration. Data collection involved semistructured interviews of 12 females who had successfully completed an educational administrative program from 2001-2006. Eight focus areas were selected as a framework for the purpose of data collection. Of these, six were identified from a 1977 study by Stefan Krchniak for purposes of comparison. The eight focus areas explored were: (1) aspiration, (2) assertiveness, (3) personal and situational constraints, (4) discriminatory hiring practices, (5) university assisted job placement, (6) general attitudes and beliefs, (7) role models, and (8) job attractiveness. The study found confidence to be a key factor in participant's decision to apply for a principalship or vice principalship. Administrative role models with similar leadership styles were cited by participants as important in their encouragement to enter school administration. The findings also identified the top desirable and undesirable characteristic traits of school site administration that impacted job attractiveness. Desirable traits were: (1) working with and supporting teachers; (2) developing, planning, and implementing curriculum; (3) leading a school through vision, goals, and accomplishments; (4) supporting and influencing children; and (5) provides new challenges. Undesirable traits were: (1) job too stressful, (2) job requires too much time, (3) held accountable for unrealistic expectations, (4) job holds too many responsibilities, and (5) constant and difficult student discipline. The implications of the study findings are common factors exist that attract or deter qualified female's decision to apply or accept a position in school site administration. This information could be valuable to assist educational administrative certification faculty, field practitioners including school boards, superintendents, and district human resource directors to better recruit and retain women in school site administration.

There exists a discrepancy with the number of females in the California superintendency being twenty-three percent, whereas seventy five percent of all educators are female. This study examined the demographics of the typical female superintendent in California as well as the perceived perceptions of these females in attaining the position. This study examined barriers to the superintendency and successful strategies utilized by females in attaining the public school superintendency. Data for this study were collected through a survey of the perception of barriers and perceptions of successful strategies. All two hundred forty nine California female superintendents were mailed surveys, one hundred twelve responded. The barriers perceived by the respondents to be statistically significant were: demands of family, lack of ability to relocate, and exclusion from the Good Old Boy Network . The successful strategies perceived were: increasing visibility in professional circles, obtaining a doctorate degree, formulating and adhering to a plan of action, preparing an effective resume, developing a strong self concept, obtaining family support, learning coping skills, strategically preparing for district level experience, increasing flexibility to relocate, and pursing opportunities for advancement within the structure. The outcomes from the survey results suggest that females need to take strategic steps in networking, planning for demands of family responsibilities, considering relocating in order to attain the position, and securing a stable career path. University programs need to consider adequately preparing females for the unique barriers that they may encounter while attempting to secure a superintendent position. Future studies comparing barriers for men in comparison to women and/or examining the perceptions of minority superintendents independently should be considered.

The purpose of this study is to investigate the factors that contribute to the career achievements of female superintendents in California's public schools. The under-representation of female superintendents in California's educational system is explored, and the study helps explain why it exists and how it can be changed. The personal and professional characteristics shared among the female superintendents are clearly outlined. In addition, the study also describes the personal and professional obstacles these women have encountered while aspiring to become superintendents, how they overcame them and what advice they have for aspiring superintendents. While illustrating these factors, as well as outlining the most typical career path to the superintendency, the study also covers why there is a disproportionate representation of women in the superintendent position, and explores how that can change. Additionally, the study investigates why California has more female superintendents than found in the national average. The researcher used qualitative and quantitative research methods. The population consisted of 152 female superintendents in California. A questionnaire was used to collect personal and professional characteristics data. Thereafter, structured taped interviews were conducted with 10 selected female superintendents. Findings of the study showed that while California has a higher percentage of female superintendents than the national average, there is still a disparity between men and women in this field. The study illustrates the common characteristics shared among the women holding superintendency positions. The female superintendents in California all begin with a minimum of seven years of teaching, and then their career paths begin to vary. Barriers such as chauvinism and prejudice on the part of board members exist, as well as balancing career with home responsibilities. To overcome barriers and achieve success, upbringing is an important factor. Women superintendents tend to be strong in their resolve and to persevere. In order to be successful, it is recommended that superintendents mentor other aspiring superintendents to reinforce the belief that women should be placed in these leadership roles. Also, women should gain a variety of experiences. Numerous reasons were given due to the disproportionate role of female superintendents in California. One included the women's responsibility in the family. To overcome this disproportionate representation, it is recommended that these women have a strong support system at home. California's culture allows women to further advance in education as opposed to other states. According to these women superintendents, tolerance is greater in California, a state with less views about women and more views about growth and progress.

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / Much of the research on women advancing in higher education has been focused on the external barriers and how to break down the barriers. Initiatives and programs have been implemented, but the number of women in upper-level administrative positions in higher education, although increasing, is not increasing in proportion to women's overall numbers in education and the work force. The structure and processes at work in a particular situation can change more readily than changing people's behaviors directly. With this in mind, the purpose of this study was to take a positive approach by looking to women who have reached the upper-level administrative arena and investigate what influential factors were responsible for motivating them to this achievement. This qualitative multi-case study used the elements of Bandura's Model of Reciprocal Determination, specifically self-efficacy, personal behavior, and environmental factors to determine the factors motivating women to upper-level administrative positions. Eighteen women who have reached the upper-level administrative positions (e.g., provost, vice-president or vice-provost) at land-grant universities were interviewed. The themes of this study suggest that support groups and individual mentors were important motivating factors because these groups and individuals encouraged, coached, and supported women administrators on their decisions to enter higher education and then as they pursued upper-level administrative positions. In addition, women felt successful when they were able to be the nurturers, assisting and influencing others to succeed. Also, the women administrators recognized the need for knowledge, skills, and experience to assist in their career advancement. Furthermore, they emphasized developing and evaluating personal values, and ensured their personal values fit with institutional values. At the same time, women administrators stressed the value of time and the choices they made to balance time between work and family and between work and personal time. Recommendations to implement initiatives to promote and support the motivational factors identified in this study are discussed.