What happened to women who are former athletic directors of intercollegiate athletic programs during each of the four stages of the departing experience was the problem of this study. A qualitative design using personal interviews for data collection and ethnoscientific explanation for analysis of the data were used to study thirty-one women who were athletic directors between 1975 and 1986. Analytical tasks performed for each of the four levels of analysis helped answer research questions directed toward finding patterns among women in the following areas: what happened to them within and throughout the four stages of the departing experience, reasons they left the position of athletic director, and satisfaction in their subsequent job. Analysis of the data established that the departing experience occurred in four stages. How the subjects responded to the way that opportunities for female student-athletes were offered during each st3ge of the departing experience determined whether they were in positive or negative circumstances. Sixteen subjects either were in positive circumstances throughout the departing experience or ended it in positive circumstances. Fifteen subjects were either in negative circumstances throughout the departing experience or ended it in negative circumstances. The ability to reevaluate their beliefs and values, adapt to changes in their programs, make rational decisions, and influence others to support their decisions determined whether they were in positive or negative circumstances in each stage of the departing experience. In general, the findings of this study support literature on women in administrative positions and literature on the effects of job loss and job change.

Thesis (Ph.D.)--Ohio University, June, 2006. / Includes bibliographical references (leaves 197-212)

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 92-97).

The purpose of this research has been to investigate the current situation of selected women in administrative positions in community colleges. This study proposed: (1) to develop a profile of selected women in community college administration positions in the United States community colleges to identify the kind of women who aspire to and succeed in community college administration; (2) to determine areas in which these selected women feel they need more training in order to advance or maintain a position in community college administration; (3) to examine the problems and rewards that these selected women find in their careers in community college administration; and (4) to determine how these selected women feel about themselves as women and administrators. The population for this study were women chosen for the Leaders for the 80's Professional Development Project sponsored by the American Association of Women in Community and Junior Colleges and the League for Innovation in the Community College. From this group of 309 women, 228 responded to the Women in Community College Administrative Positions Questionnaire. The data were aggregated from the usable questionnaires and analyzed by frequency distribution with percents to report findings. The study showed this national sample of women either in educational administration or slated for administration represented a new generation of female educational administrators. Many have been hired since the advent of affirmative action policies and antidiscrimination laws went into effect. These women, women in most professions, have made progress in the last decade. Unquestionably, there are many reasons for this progress, including the existence of affirmative action legislation, the resurgence of the women's movement, and growing awareness levels on the part of women, both collectively and individually, of their own potential, capabilities and aspirations. If the progress for women in educational administration is to continue, they must look first to themselves, through their influence, determination, and competency. This study has shown that these selected women are very traditional and conventional in both their personal and professional lives.

Thesis (MPA.) -- University of Limpopo, 2004 / Refer to document

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 165-173).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 179-186).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 179-186).

Thesis (Ph. D.)--University of Oklahoma, 1993. / Includes bibliographical references (leaves 136-143).

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