A Phenomenological Study of Women in Higher Education Leadership: An Examination of Barriers, Support Systems, and Success Attainment

Abstract

Women obtain the majority of the advanced degrees granted, but they constitute less than half of college and university leadership in the United States. As women labor to gain parity and inclusion in higher education, some barriers continue to cause challenges that impede their pathway into positions of leadership at colleges and universities. Even though men and women have parallel educational attainments, determinations, and commitments to their professions, men advance more quickly, achieve leadership positions and receive considerably higher compensation than their female colleagues (Jakobsh, 2004). The causes for the barriers at the highest ranks of academic leadership must be examined. Although a small few have advanced to the coveted position of president, there is still minimal representation of women in academia particularly in the positions of presidents, vice presidents, deans, department chairs, and even full professors. Women represented 10% of academic presidents in 1980 and 23% in 2006. Women have increased their share of Executive leadership by one percentage point every two years; if they continue to increase their proportion of college presidencies at this rate, it will take 48 years to have females represent college presidencies in half of the universities (Lapovsky, 2014).

The purpose of this qualitative study was to examine the barriers and support systems for women in higher education leadership. The knowledge gained will inform and assist colleges and universities in understanding and expanding leadership pathways for women.

The impact of this study will assist women and institutions of higher education, in the achievement of developing strong support systems to assist women in navigating the path to positions of leadership in higher education.