Evaluating How an Ed.D. Community College Leadership Program Supports Women of Color

Abstract

As of 2016, women of color held only 7% of the total number of presidential positions in the nation’s 1,043 community colleges. The lack of women of color in senior-level leadership positions is rooted in four causes: work and family imbalances, gender and racial biases and stereotypes in the workplace, lack of mentoring, and lack of earned doctorates. In this study, I decided to focus on the lack of earned doctorate degrees. I conducted a program evaluation of an Ed.D. program in Community College Leadership using a single-case study design. Currently enrolled students and alumni who identified as women of color were interviewed to explore how flexibility, a cohort model, and mentorship impacted their experience in the program. The findings indicated that flexibility was most evident through the (a) online modality that allowed students to complete tasks at times convenient to them, (b) optional program pathways that were less accelerated, and (c) course design where assignments had value across several courses. Participants indicated that the cohort-based model provided peer support and encouragement and helped them establish relationships, and stated that they benefitted from networking and learning from one another. The benefits of mentorship included having different types of mentors, mentors helping them develop a sense of belonging, and having access to writing guidance. Recommendations included hiring more faculty of color, recruiting alumni to serve as mentors, and having a consistent mentor throughout the program. Recommendations and resources for those hoping to better support women of color in doctoral programs are provided. In addition, I share future program evaluation recommendations.