A Comparison of Family Care Responsibilities of First-generation and Non-first-generation Female Administrators in the Academy

Seay, Sandra E.

doi:10.1177/1741143210373742

Cited by 4 publications

(7 citation statements)

References 18 publications

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“…However, the fact that higher education administration is a male-dominated profession was not an impenetrable barrier for them; they all had the attitude that with hard work and dedication they would be successful. Many other studies describe the barriers faced by female administrators (De Los Santos, 2008;Maranto & Griffin, 2011;Milligan, 2010;Munoz, 2010;Seay, 2010) and some issues found in these studies were present for the women in this study; however, with family support, mentors, and a strong faith, they did not let negative experiences deter their commitment to both career and family. As Anna declared, ''I refuse to be a victim and dwell on past experiences or feelings of remorse, resentment, or bitterness.''…”

Section: Gender Splittingmentioning

confidence: 62%

Women Administrators in Christian Universities: Making Family and Career Co-Central

Dindoffer

Reid

Freed

2011

Journal of Research on Christian Education

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The purpose of this study was to explore how women in administrative positions in Christian higher education integrate their professional and personal lives. Six women in leadership positions in small, faith-based liberal arts colleges were interviewed. Levinson's (1996) concept of gender-splitting was used as a lens to analyze the data. The women in this study have experienced a number of influences that moderate strict notions of gender-splitting: coming from nontraditional homes with working mothers, husbands who provide substantial support with domestic duties, strong personal motivation to achieve, and mentors who provided support and guidance. The women spoke freely of their work as a 'calling' and used their faith in God when meeting a variety of challenges. While gender-splitting was a prevailing influence in the lives of the women in this study there was substantial evidence to show that they were resilient and flexible enough to create pathways to negotiate the commitment to family and the commitment to work in order to manage a successful career in higher education.As women join the workforce in increasing numbers, the challenges they face in maintaining both the home and their careers are coming into focus. Managerial and professional women were 17% of employed women during the 1980s. By 2010, the percentage of women in management, professional, and related

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Section: Gender Splittingmentioning

confidence: 62%

Women Administrators in Christian Universities: Making Family and Career Co-Central

Dindoffer

Reid

Freed

2011

Journal of Research on Christian Education

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“…However, in a review of the community college literature from 1997 to 2007, Drake (2008) ascertained inequities persisted in spite of increased representation of female leaders. Eddy and Cox (2008, 77) argued that community colleges were still hierarchical in that they have a 'male normed organisational structure' and one study determined some women with larger families are disadvantaged in leadership promotion prospects (Seay 2010). Women tend to use more democratic, inclusive leadership styles suitable for contemporary, flatter, team-based organisations, whereas men traditionally have employed top-down hierarchical systems (Evans 2001;Stephenson 2001).…”

Section: Research In Post-compulsory Education 399mentioning

confidence: 98%

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

Crossman

Cameron

2014

Research in Post-Compulsory Education

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Vocational education and its leadership is an important sphere of economic activity worldwide and is being impacted by several trends including: the increasing significance and centrality of skills development in today's economies; economic trends associated with globalisation (internationalisation of education and emergence of global labour markets); and demographic trends resulting in ageing populations and workforces. Leadership in vocational education contexts is crucial to the economic success of this sector. The aim of this paper is to provide a comparative thematic review of the research and literature on leadership in vocational education between the USA, Great Britain and Australia posed by the research question, 'What are the key leadership issues facing vocational education and training sectors in the USA, Great Britain and Australia?' This study contributes to the research and literature by identifying key impact factors for vocational education leadership in these nations over the last 13 years. Results from the comparative review established the following three key issues: a concern over equity and diversity; the importance of change management; and leadership skills and their development. Although leadership competencies are the subject of some debate there appears to be a broad consensus that leaders are developed not only by formal courses, but more importantly by on-the-job experiential learning. The future development of leaders within vocational education is discussed in relation to the implications for policy and practice, and suggestions for future research are provided.

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“…For example, data show that of individuals with children who enrolled in graduate school, fathers enrolled sooner after baccalaureate degree completion than did mothers (Nevill & Chen, 2007). Although men may help with family care responsibilities, women still assume most of the burden (Seay, 2010). Therefore, gender may influence graduate enrollment decisions for individuals who are married and/or parents.…”

Section: Chapter 1 the Need For Longitudinal Studies Of The Effects Omentioning

confidence: 99%

“…Much of the early research on educational attainment focused on males (Blau & Duncan, 1967;Sewell & Hauser, 1972 Although men may help with family care responsibilities, women still assume most of the burden (Bianchi, Milkie, Sayer, & Robinson, 2000;Bianchi, Sayer, Milkie, & Robinson, 2012;Conaway, 2005;England, 2005;Seay, 2010). A gender gap in time spent on housework and childcare still persists despite a decreasing gap over past decades (Bianchi et al, 2000;Bianchi et al, 2012;Conaway, 2005;England, 2005).…”

Section: Enrollmentmentioning

confidence: 99%

“…Even with the closing gender gap in education and the workplace, women with professional degrees continue to follow highly variable career paths due to family roles and responsibilities (Moen, 2001). Although men may help with family care responsibilities, women still assume most of the burden (Bianchi et al, 2000;Bianchi et al, 2012;Conaway, 2005;Seay, 2010). Therefore, marriage and children may influence decisions to attend graduate school more negatively for women than for men.…”

Section: Research Questionsmentioning

confidence: 99%

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The influence of distal family background and proximal family status on the occurrence and timing of post-baccalaureate enrollment

Kronfeld¹

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Graduate students represent 15% of the students and one-third of the graduates of colleges and universities across the United States. They are leading thinkers in higher education institutions and businesses across the country and around the world. In many fields, such as law, graduate or professional school is required for entry-level employment, whereas in other fields, such as business, graduate education may enhance performance and opportunities for promotion. The educational stratification and college-choice literature document the influence of family background (distal family) on educational attainment. These literatures focus on the traditional undergraduate student without considering the different preferences and responsibilities (context) of potential graduate students considering enrollment. Potential graduate students are often older than high school students making a college choice, are independent from their parents, and may have a spouse and children (proximal family) at the forefront of their educational plans. This dissertation builds on the educational stratification and college-choice literature by considering post-baccalaureate (graduate) enrollment specifically. This study explores the effects of marriage, parenthood, and any corresponding gender effects on whether and when a bachelor's degree recipient enrolls in graduate education. To investigate these proximal family effects and gender effects, I analyzed data from the National Center for Education Statistics' Baccalaureate and Beyond Longitudinal Study 1993/03-a longitudinal study that surveyed over 11,000 students at the time of their bachelor's degree completion and three additional times over 10 years. Using survival analysis (event history analysis), I measured the amount of time between baccalaureate degree completion and first graduate enrollment. Using this measure, I compared differences in the odds of graduate enrollment and timing of graduate enrollment based on marital status, parental status, and gender. vi Overall, more women than men enrolled in graduate education, and men enrolled sooner than women. The results showed that being a parent had a negative effect on if and when an individual enrolled in graduate school. Being married also had a negative effect on if and when an individual enrolled in graduate school, with married men experiencing a slightly stronger negative effect than married women. The combined effect of being married and being a parent had the strongest negative effect on graduate enrollment for men and women, but more so for women. By better understanding graduate college choice, institutions can more effectively use resources and improve the opportunities and experiences for graduate students and, specifically, graduate students with families. Minimizing barriers to entry may level the playing field between graduate degree aspirants with families and those without families. vii

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A Comparison of Family Care Responsibilities of First-generation and Non-first-generation Female Administrators in the Academy

Cited by 4 publications

References 18 publications

Women Administrators in Christian Universities: Making Family and Career Co-Central

Women Administrators in Christian Universities: Making Family and Career Co-Central

A comparative thematic review of vocational leadership literature from the USA, Great Britain and Australia

The influence of distal family background and proximal family status on the occurrence and timing of post-baccalaureate enrollment

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