Literature Conceptualizing Women in Community Colleges: 1997–2007

Anatomy of a Community College Faculty Diversity Program

“…Current leaders need to identify the barriers for the recruitment and success of women and minority leaders (Drake, 2008;Kayes, 2006;Stanley, 2006), and college leaders need to ''grow their own'' campus leaders, including diverse faculty (McCall, 2006, p. 3).…”

“Good” Places to Work: Women Faculty, Community Colleges, Academic Work, and Family Integration

“…In seeking gender equity in leadership positions, it is important to understand how work–life integration factors into faculty perspectives about pursuing administrative positions. Previous research and commentary indicate that women often avoid senior leadership positions given tension between work and family expectations and roles (Drake, ; Garza Mitchell & Eddy, ; Sandberg, ). The findings from this study will contribute to fuller understanding of community colleges as good places to work.…”

“…In line with the overall purpose of this volume about constructions of gender in community colleges, the focus of the chapter is situated in ongoing research that looks at different aspects of gender and community colleges (e.g., Drake, ). As evident throughout this volume, topics related to gender in community colleges are of interest given the relative success of the numbers of women who study, work, and lead in community colleges (especially relative to other sectors of higher education).…”

Pursuing leadership positions in higher education : a phenomenological exploration of female administrators' experiences with gender inequality

“…M. Brown, 2005;Campbell & LaCost, 2009, 2010bDrake, 2008;Eagly & Carli, 2007;Eddy, 2008;Glazer-Raymo, 1999;Lepkowski, 2009;Linehan et al, 2009). Mentors provide encouragement to consider upper level positions such as when to seek a presidency (Bornstein, 2008;Eddy, 2008;Gander, 2010;Muñoz, 2010), increase one's visibility in an organization (Ballenger, 2010), arrange for professional developmental opportunities (U.S. Department of Labor, 1991), and provide letters of support for job applications (Ballenger, 2010;T.…”

“…It begins at faculty member and advances through program director, department chair, dean, chief academic officer including vice-president and provost, and ends at president (Ballenger, 2010;Campbell & LaCost, 2009;Dominici et al, 2009;Drake, 2008;Singell & Tang, 2013). Alternate routes are possible such as through student affairs or enrollment services (Eddy, 2008), but the most common position someone holds before becoming president is chief academic officer (Eddy, 2008;Glazer-Raymo, 1999;"Institutional Leadership," 2009).…”