Date of Award
Doctor of Philosophy (PhD)
Department of Educational Administration and Foundations: Educational Administration
The perceptions and experiences of female community college administrators, particularly those that are part of the Millennial generation, have often been neglected in current research. This study examines community college leadership in a new context, by exploring the lived experiences of female identifying Millennials. More specifically, this study was developed to better understand how gender may impact Millennial women’s perceptions of leadership overall, as well as their perceived ability to move into senior-level leadership roles within the community college. Utilizing a qualitative methodology, this study included the use of semi-structured interviews to obtain data from twenty female Millennial community college administrators across the United States. This study utilized a phenomenological approach in order to identify key themes from the interviews. Findings from this study support the view that inequities and injustices are still present for women, including Millennial women, working in community college administration. The findings further revealed that institutions of higher education need to continue striving for more equitable policies and procedures. The stories and experiences shared within this study shed light on the current environment and institutional culture as it pertains to female identifying, Millennial administrators. More broadly, this research provides new insight into identifying and altering existing structures of inequity within the community college.
KEYWORDS: female, Millennial, administrator, community college, leadership
Langdon, Kerri, "Understanding Female Millennial Administrators and Their Perceptions and Experiences of Leadership in the Community College" (2022). Theses and Dissertations. 1532.