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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Category :
Languages : en
Pages :
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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:
ISBN:
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: Bonnie J. Petterson
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 424
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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: Camille Broussard Wise
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 322
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The California Community College system is the largest system of higher education in the nation, with 2.6 million students attending 112 colleges. Community colleges are integral to workforce development, economic recovery, and an accessible and affordable gateway for transfer to four-year universities. While community college student population is very diverse, executive leadership is not necessarily representative of these shifting demographics. Organizations and aspiring leaders may not be prepared for the mass vacancies created by impending retirements of executive leadership positions (ELP) at community colleges.This study sought, through the counterstories of female community college presidents of color, to identify challenges and opportunities for California community colleges to develop representative and sustainable executive leadership and organizational cultures inclusive and supportive of aspiring female community college presidents of color. Specifically, this study sought to illuminate various career paths of female leaders of color in higher education, as well as unique personal, professional, and organizational challenges that may hinder their ascension. Setting the context for this study are the shifting demographics of community college campuses, impending mass retirements of community college presidents in the next five years, and organizational culture and practices that may impede the ascension of female administrators of color that could present a challenge for organizations to foster sustainable and representative leadership. Within a conceptual context of Critical Race Theory, narrative counterstories illustrate the career paths and experiences of female community college presidents of color and allow the analysis of organizational culture factors to understand if and how organizational and cultural systems at California community colleges may exist that hinder the recruitment, support, and professional ascension of female community college presidents of color.
Author: George B. Vaughan
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 116
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Book Description
This book, published by the American Association of Community Colleges, contains valuable information about the nation's community college presidents. The authors provide a comprehensive profile of these leaders, highlighting different characteristics most presidents hold in common as well as important differences that emerge when data are cross-tabulated according to age, gender, and race. The findings on the risk and stress levels of the presidency could be used to encourage (or discourage) interested individuals to pursue the presidency as a career choice, and could be used by leadership training institutes to advise students about career choices and chances of success. The book contains a foreword by David R. Pierce, and chapters include: (1) "The State of the Presidency"; (2) "Family Background"; (3) "Pathways to the Presidency"; (4) "Assuming the Presidency: Routines and Relationships"; (5) "On the Job: Worldviews and Aspirations"; (6) "Views from the Trenches: Seven Presidents Speak Out"; (7) "Looking to the Future: More Views from the Trenches"; and (8) "The Presidency in Transition." The appendix contains the survey instrument. A subject index is also included. (Contains 27 references.) (CB).
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: George B. Vaughan
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 168
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Book Description
Index and bibliography included.
