A Mixed-Methods Study of Women Leaders in Higher Education Leadership Roles: An Examination through the Lens of Intersectionality of Gender and Race

Abstract

Women in senior-level administrative positions within higher education continue to be significantly scarce. Although the representation of women has increased over the years, women seeking to achieve senior level of authority encounter discrimination along with barriers and challenges and their experiences, illuminating the issue (Growe & Montgomery, 2000). Increased numbers of women obtaining advanced degrees indicate more opportunities for women to lead within institutions. However, the disparity and lack of diversity among senior-level administrators in both private and public institutions still exist. The study examined women's perceptions of advancement opportunities in higher education administrative positions with relevant information regarding women's experiences in higher education leadership in Louisiana. Selected women serving in senior-level, middle-level, and lower-level leadership positions at Louisiana four-year and two-year colleges and universities were interviewed and surveyed to provide in-depth information regarding their experiences in higher education leadership roles. The overarching research question guiding this study is: How does the intersectionality of gender and race impact women leaders in ascending to higher-level positions in higher education institutions in Louisiana?