Female Community College Presidents' Career Development Processes: A Qualitative Analysis PDF Download
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Languages : en
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The purpose of this study was to gain a better understanding of female community college presidents' career development processes and of the experiences that influenced their decisions to become community college presidents. Although more women than ever are moving into the highest positions of leadership in community colleges, little qualitative information is available that describes their career development experiences. Traditional career development theory is inadequate for describing or predicting women's career development behavior. Researchers have identified the need for a theory of career development that accounts for the influences of gender-role socialization, multiple role responsibilities, and developmental learning to describe women's career choice behavior. This study used a qualitative multiple-case study approach. Five female community college presidents shared their career development stories through in-depth interviews. The participants in this study were all serving in their first presidency and were the first female presidents at their respective colleges. The conceptual model that emerged from this study illustrates the four components of the women's career development experiences. The first component, Formative Experiences, describes the background and early career experiences that influenced the women's career choice decisions. The second component, Key Developmental Experiences, describes the work roles, formal and informal learning, and mentoring experiences that helped the women gain technical and professional competence in community college administration. The third component, Multiple Role Challenges, describes the challenges of balancing family responsibilities with the demands of a career and the influence of those challenges on the women's career development. The fourth component, Career Achievement, describes the importance of work in the women's lives and their satisfaction in their roles as presidents. The key findings of this stud.
Author:
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Languages : en
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Book Description
The purpose of this study was to gain a better understanding of female community college presidents' career development processes and of the experiences that influenced their decisions to become community college presidents. Although more women than ever are moving into the highest positions of leadership in community colleges, little qualitative information is available that describes their career development experiences. Traditional career development theory is inadequate for describing or predicting women's career development behavior. Researchers have identified the need for a theory of career development that accounts for the influences of gender-role socialization, multiple role responsibilities, and developmental learning to describe women's career choice behavior. This study used a qualitative multiple-case study approach. Five female community college presidents shared their career development stories through in-depth interviews. The participants in this study were all serving in their first presidency and were the first female presidents at their respective colleges. The conceptual model that emerged from this study illustrates the four components of the women's career development experiences. The first component, Formative Experiences, describes the background and early career experiences that influenced the women's career choice decisions. The second component, Key Developmental Experiences, describes the work roles, formal and informal learning, and mentoring experiences that helped the women gain technical and professional competence in community college administration. The third component, Multiple Role Challenges, describes the challenges of balancing family responsibilities with the demands of a career and the influence of those challenges on the women's career development. The fourth component, Career Achievement, describes the importance of work in the women's lives and their satisfaction in their roles as presidents. The key findings of this stud.
Author: Sharon Elizabeth Vanhook-Morrissey
Publisher:
ISBN:
Category : Women college administrators
Languages : en
Pages : 158
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Keywords: career pathways, multiple role challenges, mentoring, female community college presidents, career development, gender socialization.
Author: Markisha D. Venzant Sampson
Publisher:
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Category : Career development
Languages : en
Pages :
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Purpose The purpose of this qualitative study was two-fold: (a) to determine the barriers women encounter as they pursue becoming a community college president; and (b) to identify the supports and career paths that are described as assisting women in obtaining the position of community college president. More specifically, emergent themes regarding the career paths, barriers and obstacles related to female presidents’ professional roles and responsibilities, and their strategies for success were sought in this study. This study is informative and inspirational to other women within the community college system who aspire to presidency positions as well as those who serve in leadership roles in all types of institutions. It is believed that the information that is gathered and shared will be used to inspire and assist women to continue along the path to become community college presidents. Method A phenomenological research design was used to explore participants’ experiences in Texas. The process was meant to explore the phenomenon related to the experiences of female presidents. Data were collected through individual face-to face and phone interviews. A qualitative method of analysis was used to analyze the data collected around the experiences of the presidents as described to the researcher by the participants. Findings from this study were explanations of experiences of community college presidents as they related to their own unique career pathways. Results included barriers and supports that the women encountered along the way, as well as the career paths they followed. Although every woman who participated in this study had a unique journey to and experience in the presidency, several similarities or themes were identified that bind these women together. Aspiring women presidents need to be more open minded about relocating, sometimes out of state, to move into a college presidency. Although not always easy for some women, particularly those women who are part of dual career marriages, or who have children who have not yet graduated from high school, more women need to become open minded about the possibility of relocating if they are to attain the office of presidency. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2312
Author: Lisa M. Tittle
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 262
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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: Shatrela Berthel Washington-Hubbard
Publisher:
ISBN:
Category :
Languages : en
Pages : 314
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The purpose of this study was to examine the career development experiences of Black women presidents at HBCUs in order to understand their experiences and provide women and organizations with support in navigating these lived experiences. The research questions guiding the study were as follows: 1. What are the career paths of Black women presidents at Historically Black Colleges and Universities? 2. What factors encourage or discourage the career development of Black women presidents at Historically Black Colleges and Universities? This was a qualitative study in which a sample of nine current or former Black women presidents of HBCUs agreed to participate in an hour long interview to discuss their career paths and factors that influenced their career development. The data revealed three major themes. The first theme was that sociocultural influences impacted the career paths of the women. The second theme was that the career paths of the women were non-linear and self-directed. Their career paths did not follow the typical path of college presidents. The final theme was that the women's career development was negatively affected by intersectionality and the patriarchal structures of higher education. As a result of patriarchal structures and intersectionality, the women were subjected to implicit biases, isolation, and a lack of development opportunities within their institutions. The three main conclusions drawn from this study are as follows: 1.) Career paths of Black women presidents at HBCUs are non-linear, multifaceted, and self-directed as women accepted positions that they could get even if those positions did not directly align with their career paths. 2.) The career development of Black women presidents at HBCUs was affected by the patriarchal structures of higher education and the intersectionality of race and gender, which subjected them to implicit biases, isolation, and lack of development opportunities within their institutions. 3.) The career development of Black women presidents at HBCUs was continuously fueled by a desire to fulfill a purpose and enhanced by mentors and networks, albeit these systems of support were largely not within their institution.
Author: Theresa Barry
Publisher:
ISBN:
Category : Career development
Languages : en
Pages :
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This is a qualitative study of the career development of four technical college presidents in the Midwest. It examines the factors or influences, both personal and structural, that shape a woman's career path as she moves into the position of a two-year technical president. Richie et al.'s (1997) study, "A theoretical model of highly achieving African American-Black and white women's career development" is used as the framework. Key emergent factors include educational attainment, professional development, and career pathing. This study moved beyond Richie et al.'s study by finding that social class and historical context were critical factors when studying career the career development of technical colleges presidents. The implications of the findings are explored for two-year technical colleges' who want to attract and hold women in the presidency.
Author: Raymond L. Calabrese
Publisher: R&L Education
ISBN: 1607094754
Category : Education
Languages : en
Pages : 201
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Book Description
The dissertation process is one of endurance, willpower, and patience. To simplify the journey for today's graduate students, The Dissertation Desk Reference harvests the components that consistently appear in dissertations, with a separate entry for each component. Each entry includes a comprehensive example taken directly from a high-quality dissertation accompanied by a note describing what the researcher did. This book is user-friendly for doctoral students and their faculty advisors.
Author: Bonnie J. Petterson
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 424
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Author: Jacqueline Quinn
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ISBN:
Category :
Languages : en
Pages : 131
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The purpose of this qualitative study was to investigate the career paths and preparation of female vice-presidents employed in community colleges in the state of Mississippi. There is limited qualitative information available that describes the career paths of vice-presidents in the state’s community colleges. Community colleges are making great strides in promoting women in leadership roles in administration, but research indicates there still seems to be a question as to the leadership ability of women. This study used the qualitative case study research approach, and 4 female community college vice-presidents shared their career experiences through in-depth interviews. The instruments included a brief demographic survey, interview guide and curriculum vita for each participant. Each participant in this study was currently serving in the position of vice-president in 1 of Mississippi’s community colleges. The conceptual framework of the study illustrates the exploration of female community college administrators in the areas of career paths, professional responsibilities and career aspirations. The participants described their career paths to their current positions by educational levels, diverse professional experiences, sharing their career barriers they faced in their career paths, the strategies that helped them succeed. They described their professional responsibilities which involved association with organizations outside their normal responsibilities. They also described barriers or obstacles faced while accomplishing their professional responsibilities, as well as strategies for overcoming those barriers. The participants described their major accomplishments in their professional career and offered advice to aspiring female community college vice-presidents. The key themes that emerged from the study include professional experience diversity, parental influence, importance of mentor relationships and positive role models, Southern Association of Colleges and Schools (SACS) participation, facing and overcoming professional challenges, and the positive influence of serving others. Of the 4 study participants, 3 indicated they did not set out to become community college vice-presidents. Each participant felt it was her exposure and diverse backgrounds that got her noticed, and all were well prepared when the opportunity to serve in this role presented itself.
Author: Breonna Collins
Publisher:
ISBN:
Category : African American college presidents
Languages : en
Pages : 0
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According to the American College President Survey of 2017, 30% of college presidents across the country are female, and only 5% of that population is represented by women of color (Gagliardi et al., 2017). Diversity in leadership positions, more specifically in the higher education sector, is a critical need as higher education institutions continue to develop sustainability strategies in response to impending demographic changes (Virick & Greer, 2012). The purpose of this phenomenological qualitative research study was to describe the lived experiences, pathways, and successful strategies used during career trajectory by former or current African American female college presidents in the United States. Framed by intersectionality and Black feminist thought, a phenomenological qualitative research study utilized data from six African American women who were serving, or had served, as college presidents in the United States. The findings revealed that while African American female college president had an overall positive experience during their pathway to presidency, remnants of racial discrimination, gender discrimination, and the Queen Bee Syndrome had an impact on their career trajectory. Despite these roadblocks, it was determined that internal confidence, mentorships and professional development opportunities, specialized skill sets, and a community of support led to them to achieving college presidency. The findings of this study can be utilized by aspiring African American female college presidents, current university governing bodies or boards, and university human resource professionals within the United States higher education system to identify and implement strategies that better support aspirant college presidents. Keywords: African American female college presidents, higher education, mentorship, intersectionality, Black Feminist Thought
