Beyond Burnout: Illuminating Systemic Barriers Facing Women Working in Higher Education

Abstract

Women bring diversity, innovation, and leadership to higher education institutions, which is often disregarded (Renn & Hughes, 2004). This participatory action research study explores women’s experiences before, during, and after the Covid-19 component using a feminist lens. This study examines the obstacles facing women in the workplace that disproportionately affect women using a feminist lens. Data was collected through interviews, action groups, and reflective writing to understand participants’ attitudes toward their roles and find necessary resources to envision a sustainable career in higher education. 12 participants were chosen using purposeful sampling. This study is set at a 4-year mid-size public university in the mid-Atlantic region of the United States. All participants currently are employed at the university in an entry or mid-level student support staff position.

Findings revealed supervision, leadership, alignment with personal values, and campus culture significantly influence their experience and retention. While Covid-19 was not a direct cause of high turnover, it spotlighted issues surrounding work-life balance, compensation, and advancement opportunities. Participants expressed the need for professional mentorship, on-campus childcare, and flexibility to feel valued holistically. Findings from this study also highlighted an alignment between personal values and feelings of support at work. This study examines the systemic gender-based constraints within higher education by illuminating women’s lived realities. Participants’ insights provide a feasible initial roadmap to better support and retain women working in student support services at the university. Findings from this study also demonstrate the potential women have to make grass-root change within their organization regardless of their hierarchal title.