An Examination of Women College Presidents PDF Download
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Author: Judith G. Miller
Publisher:
ISBN:
Category : Women college administrators
Languages : en
Pages : 380
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Book Description
Author: Susan R. Madsen
Publisher: John Wiley & Sons
ISBN: 0470197625
Category : Education
Languages : en
Pages : 349
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Book Description
Based on years of research, this book provides an analysis of the data gathered from extensive interviews with university presidents. Each of these women offers candid information about their lifelong journey to becoming a leader. They reveal their childhood and adolescent experiences including facts about their personality, schooling, activities, leadership positions, employment, influential individuals, significant events, opportunities, awards, recognitions, college plans, and goals. The discussion about the leaders’ college years provides insight into what influenced their leadership development, decisions, and perspectives.
Author: Judith G. Miller
Publisher:
ISBN:
Category : Women college administrators
Languages : en
Pages : 380
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Book Description
Author: Mary Landon Darden
Publisher:
ISBN:
Category : Prediction of occupational success
Languages : en
Pages : 344
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Book Description
Women are grossly under-represented in academic presidencies in the United States, with only 20% of all higher education presidencies, and just 13% at doctorate-granting institutions (The American College President, 2002). The most significant study of the last century on women in leadership roles is Astin and Leland's (1999) Women of Influence, Women of Vision. Women Presidents in American Four-Year Colleges and Universities expands on Astin and Leland's findings by determining and analyzing the influential characteristics, later identified as specific "changeable attributes," that contribute to the success of women higher education presidents. This study seeks to provide information to assist more women higher education administrators achieve success, advance in their profession and, ultimately, achieve a more representative proportion of presidential positions. A preliminary conceptual framework and 21-question interview were designed to elicit changeable attributes that contributed to the success of 18 women presidents from top four-year colleges and universities (as ranked by U.S. News and World Report) The findings conclude with 15 reported changeable attribute categories and 14 recommendations for women administrators, prioritized and described in detail. The first changeable attribute category, Leadership Traits and Characteristics Important to Success in the Presidency, highlights 87 traits that enhance leadership. The 15 categories also include: The Willingness and Courage to Take Risks and Make Necessary Career Changes; Obtaining the Necessary Experience to Prepare, Qualify and Succeed in the Presidency; Seeking Mentors and Positive Influencers; and Developing and Implementing an Effective Leadership Style. The final Changeable Attributes Model illustrates how these changeable attributes may influence levels of success for women higher education administrators. Some factors remain constant: There are still too few women in academic leadership roles and those who are make less money and have shorter tenures than their male counterparts. Thus, the programming designed to identify, develop, advance, and support emerging female leaders continues to be crucial (American Council on Education, 2003, p. 16). Women Presidents in American Four-Year Colleges and Universities presents a detailed "formula for success" for women administrators and future presidents.
Author: Dawn Crim
Publisher:
ISBN:
Category :
Languages : en
Pages : 199
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Book Description
This study examines the structural, institutional, and representational barriers and challenges of African American women college and university presidents at baccalaureate institutions and the personal and professional coping strategies they use to persist. The analysis distinguishes between barriers faced on route to the presidency and challenges faced while serving as president in order to fill an empirical gap in the literature regarding challenges faced by African American women presidents. This study uses the method of counterstories to uplift the voices of these leaders and to disrupt the dominant narratives about the lack of African American women leadership in colleges and universities. These counterstories draw from in-depth semi structured virtual interviews with a purposeful sample of nine African American women college and university presidents. The presidents' counterstories are analyzed through frameworks of Black Feminist Thought (BFT) and Intersectionality. An intersectional analysis revealed these presidents encounter interlocking racialized and gendered barriers ascending to the presidency and challenges during their presidencies that 1) communicate others' beliefs that African American women cannot or should not be college presidents, 2) affect their self-perception about their ability and interest in being college presidents, and 3) overtly limit their ascendency to the role and efficacy once in the role. This study also found coping strategies of resiliency and responsibility that allow them to stay in their presidencies. The resiliency and effectiveness of these presidents shines through in their counterstories as proof of their ability to lead. Results from this study provide insight into African American women's leadership in higher education and can inspire African American female students and administrators to seek higher education leadership. In addition, results may inform search firms and can provide trustees and board members with insights to experiences African American women have as president as they consider them as leaders for their institutions.
Author: LeNa Powe McDonald
Publisher:
ISBN:
Category : Higher education administration
Languages : en
Pages : 183
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Book Description
Though collegiate environments were initially closed off to women, women have held the majority on most coeducational college campuses for decades (Schwartz, 1997). Yet, they are still less likely to serve as presidents of large, public, four-year research institutions. The college presidency has become more diverse in recent years. According to a 2017 American Council of Education report, only 23 percent of public doctoral degree-granting four-year institutions were led by women as of 2016 (2017). The impacts of the delayed entry of women as active participants in the field of higher education have continued to yield gender discrepancies in leadership. In the beginning of higher education in America, women were participants in higher education in order to support of their husbands (Williams, 2007). As first ladies, or spouses to college presidents and leaders, women were granted power solely by way of their connections and access to men in power. Women have continued to establish their own professional and academic credibility while achieving leadership positions in higher education. Yet, there is still a need to gain a better understanding of ways women can be seen as effective leaders in the field of public higher education, particularly given the rarity of a woman serving as president of public, four-year institutions. A constructivist case study methodology was used in this study to explore the careers of women who have served as presidents of public, four-year, research focused, institutions. This research examined how women have overcome the double binds associated with serving in leadership positions at public post-secondary institutions to become presidents of public, four-year institutions. This case study also examined the experiences of women who have served in the role of college president and their personal narratives detailing how they have navigated their careers to reach the position.
Author: Eddie R. Cole
Publisher: Princeton University Press
ISBN: 0691206767
Category : Education
Languages : en
Pages : 376
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Book Description
"Although it is commonly known that college students and other activists, as well as politicians, actively participated in the fight for and against civil rights in the middle decades of the twentieth century, historical accounts have not adequately focused on the roles that the nation's college presidents played in the debates concerning racism. Focusing on the period between 1948 and 1968, The Campus Color Line sheds light on the important place of college presidents in the struggle for racial parity. College presidents, during a time of violence and unrest, initiated and shaped racial policies and practices inside and outside of the educational sphere. The Campus Color Line illuminates how the legacy of academic leaders' actions continues to influence the unfinished struggle for Black freedom and racial equity in education and beyond."--
Author: Kristina Horn Sheeler
Publisher: Texas A&M University Press
ISBN: 1623490103
Category : Political Science
Languages : en
Pages : 372
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Book Description
What elements of American political and rhetorical culture block the imagining—and thus, the electing—of a woman as president? Examining both major-party and third-party campaigns by women, including the 2008 campaigns of Hillary Clinton and Sarah Palin, the authors of Woman President: Confronting Postfeminist Political Culture identify the factors that limit electoral possibilities for women. Pundits have been predicting women’s political ascendency for years. And yet, although the 2008 presidential campaign featured Hillary Clinton as an early frontrunner for the Democratic presidential nomination and Sarah Palin as the first female Republican vice-presidential nominee, no woman has yet held either of the top two offices. The reasons for this are complex and varied, but the authors assert that the question certainly encompasses more than the shortcomings of women candidates or the demands of the particular political moment. Instead, the authors identify a pernicious backlash against women presidential candidates—one that is expressed in both political and popular culture. In Woman President: Confronting Postfeminist Political Culture, Kristina Horn Sheeler and Karrin Vasby Anderson provide a discussion of US presidentiality as a unique rhetorical role. Within that framework, they review women’s historical and contemporary presidential bids, placing special emphasis on the 2008 campaign. They also consider how presidentiality is framed in candidate oratory, campaign journalism, film and television, digital media, and political parody.
Author: Lisa M. Tittle
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 262
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Book Description
The purpose of this study was to develop a profile of female community college presidents by examining their personal characteristics, career paths, mentorship, and professional development. The participants in this study were female community college presidents whose institutions were members of the Association of Community College Trustees. Quantitative data were gathered and analyzed to obtain a demographic profile and provided an update to the research findings of two similar studies about female college presidents and their ascension to presidencies. The results of this study suggested that participants had mentors who influenced their career paths to become presidents. Furthermore, an analysis of the data revealed that participating in professional development activities provided additional skills and opportunities that helped the participants become presidents. Finally, the data suggested that following the traditional career path of faculty member, dean, chief academic officer, and then president was not necessary to become a president. These findings were compared to similar studies. This study adds to the body of literature that examines women in leadership at community colleges. of Advanced Studies, Leadership and Policy The problem examined in this study was the phenomena of disproportionate suspension of African American males in urban high schools. In order to evaluate this phenomenon, a cultural lens was used to understand the experiences that led to suspension of African American males at True Urban High School. Research participants recounted (in their own voices) the suspension experience from precipitating event(s) to culmination. Further, the researcher examined the degree to which teachers' level of cultural proficiency played a role in the imposition of suspension on these students. In order to understand the suspension experiences, a qualitative research design was employed. Survey data from seven African American male participants (four of the seven were purposefully selected for individual interview sessions) and two teachers were analyzed in the completion of this research. -- Abstract.
Author: Willena Kimpson Price
Publisher:
ISBN:
Category :
Languages : en
Pages : 302
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Book Description
Author: George B. Vaughan
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 278
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Book Description
Who are the men and women leading America's two-year colleges? What are their distinctive roles and responsibilities, their frustrations and rewards? What leadership skills do they bring to their work? And how do they interpret and articulate the community college mission in a changing society? In this pioneering book, George Vaughan answers these and many other crucial questions about the leaders of American community colleges. Here, community college presidents speak frankly about their beliefs, values, attitudes, goals, problems, and objectives, as do their spouses, colleagues, and trustees. The interviews, conducted over a three-year period, provide an evolutionary perspective on the changing role of the presidents and the presidency. -- From publisher's description.
