Graduation Term
Fall 2024
Degree Name
Doctor of Philosophy (PhD)
Department
Department of Educational Administration and Foundations: Educational Administration
Committee Chair
Lydia Kyei-Blankson
Committee Member
Dianne Renn
Committee Member
Ryan Smith
Abstract
This dissertation explores the experiences of women transitioning from faculty roles to high-level administrative positions within four-year postsecondary institutions in the United States. Utilizing a phenomenological approach, this study investigates the strategies, challenges, and successes of nine women who have navigated this career progression, highlighting the systemic barriers they faced and the resilience they developed along the way. Through the lens of resiliency theory and intersectionality, the research examines how women balance personal and professional obligations, overcome institutional barriers, and utilize mentorship networks to support their advancement. From the in-depth interviews, four themes emerged: (a) adaptability, (b) resilience, (c) mentoring, and (d) work-life balance. These themes provide insight into the strategies employed by women to balance personal and professional obligations while challenging inequities within higher education. The findings offer valuable insights into the gender inequities that persist in higher education and propose actionable recommendations for creating more equitable pathways for women in leadership. This study contributes to a broader understanding of the lived experiences of women in academia and aims to inform policies that enhance diversity and inclusion at the highest levels of university administration.
Access Type
Dissertation-Open Access
Recommended Citation
Hubbell, Jonathan, "Navigating the Maze: Women Experiences Transitioning from Faculty to High-Level Administration in Four-Year Postsecondary Institutions in the United States" (2024). Theses and Dissertations. 2029.
https://ir.library.illinoisstate.edu/etd/2029
Included in
Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, Educational Leadership Commons, Higher Education Administration Commons
