Effects of Institutional Climate and Culture on the Perceptions of the Working Environments of Public Community Colleges

Jones, Stephanie; Taylor, Colette M.

doi:10.1515/1940-7890.1106

Cited by 3 publications

(5 citation statements)

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“…However, universities still appear to be gendered (Townsend and Twombly, 2006). Existing traditional structures of the university, despite claims of neutrality (Acker, 1990; Eddy and Cox, 2008), continue to favor men (Jones and Taylor, 2012). Females are still under-represented in university leadership around the world (Aiston, 2014; Catalyst, 2015; Jones et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Female academic leadership in the post-Soviet context

Kuzhabekova

Almukhambetova²

2017

European Educational Research Journal

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Using a qualitative interview approach, this study analyzes the experiences of women in academic leadership positions in post-Soviet Kazakhstan. An exploration of the extent of the relevance of Western research on female academic leadership is used to explain the experiences of female leaders in Kazakhstan. The results of the study are consistent with the results of prior studies conducted in other countries and can be largely explained by existing theories. One distinctive feature of the experiences of female leaders in Kazakhstan is the superimposition of three dominant cultures – traditional, Soviet, and Westernized neo-liberal, which impose multiple conflicting expectations. Kazakhstani women are obliged to maintain multiple identities when communicating with their colleagues, superiors and extended family members. The exact outcome of the work–life balance negotiation depends, among other factors, on the type of ownership and geographic region of a university. The study also reveals that neo-institutional theory, not conventionally used in the analysis of female leadership in academia in the West, may be particularly relevant for explaining female experiences in transitional and developing contexts; specifically, in explaining the constraints imposed by informal policy networks and corruption.

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Section: Introductionmentioning

confidence: 99%

Female academic leadership in the post-Soviet context

Kuzhabekova

Almukhambetova²

2017

European Educational Research Journal

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“…The way that participants in this study perceived and framed women's value in higher education leadership was also influenced by components of how it is perceived in society (Denmark, 1993;Eagly et al, 2000;Ridgeway, 1991;Ridgeway & Correll, 2004), as well as within the traditional patriarchal organizational structures of higher education organizations (Borstein, 2009;Eagly, 1983;Eddy & Cox, 2008;Jones et al, 2012Jones et al, , 2015b. Though many of the participants reflected on their experiences with other men that they knew in their responses (oftentimes highlighting negative examples that they witnessed instead of providing ones about themselves), the findings reinforced the concept that gender is a status characteristic, which confers value, worthiness, and ability to men in higher education leadership positions, often over women (Carli, 2001;Correll & Ridgway, 2003).…”

Section: Discussion and Implications For Higher Educationmentioning

confidence: 99%

“…Until status characteristics can be broken down and challenged though, women may continue to face challenges including being devalued and assessed as less capable for leadership positions. A challenge that exists in confronting this is that men may not see the differences in how men and women are valued but play a critical role in confronting and deconstructing the biases, stereotypes, and structures that exist, which favor the continued advancement of men into leadership roles (Bornstein, 2009;Eddy & Cox, 2008;Jones et al, 2012Jones et al, , 2015b).…”

Section: Discussion and Implications For Higher Educationmentioning

confidence: 99%

“…1). Researchers have explored the advancement of women in patriarchal higher education institutional structures (e.g., Jones & Palmer, 2011;Jones & Taylor, 2012Jones et al, 2015aJones et al, , 2015b ), yet it has often been explored from the women's perspective. The lack of the dominant gender's voice in academic leadership --men --from the literature is an oversight that needs to be addressed as higher education continues to be male-normed (Bornstein, 2009;Dean et al, 2009;Eddy & Cox, 2008).…”

Section: Status Characteristics and Leadershipmentioning

confidence: 99%

“…The lack of the dominant gender's voice in academic leadership --men --from the literature is an oversight that needs to be addressed as higher education continues to be male-normed (Bornstein, 2009;Dean et al, 2009;Eddy & Cox, 2008). Until we understand how men perceive and value women as leaders, it remains challenging to address issues that women face in advancement in higher education, including but not limited to: challenges to tenure and promotion (e.g., Hart, 2016;Mason et al, 2006;Maranto & Griffin, 2011); allocation of work responsibilities (e.g., teaching, research, service) and the value put on each (Eddy & Ward, 2015;Link et al, 2008;Misra et al, 2012;O'Meara et al, 2017); and campus climates and cultures that are not supportive of women and their career progression as leaders (Jones et al, 2012(Jones et al, , 2015bMaranto & Griffin, 2011;Pal & Jones, 2019).…”

Section: Status Characteristics and Leadershipmentioning

confidence: 99%

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Men’s Perceptions of the Value of Women Leaders in Higher Education

Jones¹,

Pal²

2021

Advancing Women in Leadership Journal

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This qualitative research study, framed by social role theory, explored the perceptions of 20 men faculty and academic administrators at doctoral-granting highest research-intensive universities located in the Southwestern region of the U.S. The focus of the study was their perceptions of the value of women leaders, the differences between how men and women are valued in higher education, and the stereotypes and challenges that contribute to how women are valued as leaders. Findings from this study show that men faculty and administrators do not always value women as leaders; differences between academia and industry may exist surrounding how women are valued as leaders; institutional leadership may perpetuate the devaluation of women as leaders; and the value of women in higher education leadership remains a reflection of how women are valued in society. Differences between how men and women are valued were also explored, finding that men faculty and administrators may not see the differences in value based on gender; gender differences exist in regards to standards for evaluation and reward in higher education; and women are perceived to devalue themselves. Challenges that contribute to how women are valued were identified, including the continuation of homosociality that promotes men supporting other men, and the existence of stereotypes and biases that give men an advantage and undermine women in leadership roles. Keywords: social value, women’s leadership, gender

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Department Chair Roles and Responsibilities in Women Stem Faculty Career Progression and Success

Jones

Pal

2024

J Women Minor Scien Eng

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The purpose of this qualitative collective case study was to explore the perceptions and experiences of women faculty in STEM disciplines of the role of their department chair in their career progression and success. Of specific interest in the study were how they described the level of advocacy of department chair in their success and career progression, and how they described the knowledge and actions of their department chair relative to establishing and maintaining a collegial and equitable working environment. The study was framed by a conceptual framework that supports the role of the department chair responsibilities in faculty success. The study settings were two public, large, highest research-intensive universities located in the southern United States. Participants were 20 women STEM faculty. The findings indicated that many of the participants perceived that their department chair lacked sufficient training to advocate for them, did not always understand the differences in experiences between women and men faculty in STEM, nor their role and responsibility for ensuring collegial and equitable working environment. Some participants identified that their department chairs were committed to the work of equity and ensured department collegiality.

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Effects of Institutional Climate and Culture on the Perceptions of the Working Environments of Public Community Colleges

Cited by 3 publications

References 0 publications

Female academic leadership in the post-Soviet context

Female academic leadership in the post-Soviet context

Men’s Perceptions of the Value of Women Leaders in Higher Education

Department Chair Roles and Responsibilities in Women Stem Faculty Career Progression and Success

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