The purpose of this study was to determine the status of top-level black women administrators in two-year and four-year higher education institutions, and to determine the perceptions of top-level black women administrators regarding the perceived effect of race and sex on their career progression. / A STATUS OF WOMEN(STOW)-Form I was mailed to the chief executive officers at 322 institutions requesting them to identify their top-level black women administrators. Responses to the STOW-Form I were received from 262 institutions (81.3%), but only 183 institutions reported top-level black women administrators. One hundred and ninety top-level black women administrators were identified. A STATUS OF WOMEN-Form II was mailed to these 190 top-level black women administrators, and 170 responses were received (89.4%). / The respondents to STOW-Form I who were primarily Affirmative Action Officers or Assistants to the President, reported that women composed an average of 22.8% of the full-time faculty positions and an average of 10.1% of the administrative positions on their campuses. Most of the faculty and administrative positions, however, were held by white women. / STOW-Form II determined that black women were well distributed among the administrative groups. The majority were in the Student Affairs and Administrative Affairs categories. This study did not report any black women chief executives. / The majority of the respondents were in predominantly white, four-year, public institutions, and earned between $20,000-$29,000. The highest degree attained was a master's degree and was usually attained at a predominantly white institution. / Two-thirds of the women did not have tenure or faculty rank, had been employed in their present position for 5-9 years, and had held a lower or middle management administrative position in their previous job. / The perceptions of black women revealed that their administrative responsibilities matched their administrative titles, and that race and sex had a negative effect on their career progression. / Source: Dissertation Abstracts International, Volume: 42-06, Section: A, page: 2525. / Thesis (Ph.D.)--The Florida State University, 1981.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_74469 |
| Contributors | GREER, CYNTHIA B., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 179 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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