Making It To The Top:  Have Women And Minorities Attained Equality As Higher Education Leaders?

Wallace, Dawn; Budden, Michael C.; Juban, Rusty L.; Budden, Connie B.

doi:10.19030/jdm.v9i1.8625

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…Data show some improvement in the area of diversified leadership, but progress is slow, as college presidencies are still overwhelmingly White (Sesay, 2017;Stripling, 2017). The number of female and minority candidates who are qualified for these positions has grown as the number of women and people of color who have earned advanced degrees has grown (Wallace, Budden, Juban, & Budden, 2014). Growing diversity in employee and student populations continues to be a major topic in higher education as evidenced by current articles in popular higher education publications, such as the Chronicle of Higher Education, Insider Higher Ed, and academic journals that focus on equity and diversity.…”

Section: Literature Reviewmentioning

confidence: 99%

Promoting Diverse Leadership: An Examination of Professional Experiences and Career Advancement Perceptions of Black Women in Higher Education

Johnson

Delmas²

2022

AWLJ

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The professional experiences and career advancement perceptions of Black, female, higher education professionals were examined in an effort to obtain qualitative and quantitative data that could positively impact practice and policy in higher education leadership. Data were collected using a mixed questionnaire that included survey items, open-ended questions, and demographic inquiries. One-Way Analysis of Variance (ANOVAs) was conducted to assess the difference in mean perception career advancement scores based on participants’ professional classification, highest level of education, and years of professional experience. No statistically significant differences (p > .05) were found. The lack of differences across demographics indicates that Black, female, higher education professionals have similar perceptions of career advancement, regardless of professional classification, education achieved, or years of experience.

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Section: Literature Reviewmentioning

confidence: 99%

Promoting Diverse Leadership: An Examination of Professional Experiences and Career Advancement Perceptions of Black Women in Higher Education

Johnson

Delmas²

2022

AWLJ

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“…These different areas describe an organization's approach and commitment to diversity and inclusion. Researchers have started to consider the shift in managing diversity from a social justice point of view to an inclusionary perspective within higher education institutions (Alexander-Floyd, 2015; Mor Barak, 2013;Wallace, Budden, Juban, & Budden, 2014;Wilson, 2015Wilson, , 2016. The Organizational Inclusive Behavior theory helped to examine and interpret information gathered from Latina faculty in their experiences within the organizational culture as they pursued tenure.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Northouse (2013) pointed out that women represent less than 3% of Fortune 500 CEOs and hold only 15.7% of its board seats (p.353). In higher education, Wallace et al (2014) found that 18% of university presidents are women (p.86). The detrimental effects of stereotypes and biases about leadership can be a significant factor that accounts for the low number of women in leadership positions.…”

Section: Leadership and Gendermentioning

confidence: 99%

Exclusion in Academia: Latina Faculty Struggle Towards Tenur

Sapeg¹,

Sienrukos²

2019

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Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

Manongsong

Ghosh

2021

Human Resource Development Review

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Minoritized women remain underrepresented in leadership positions, especially within higher education (HE). A key barrier to advancement for women of color is their susceptibility to impostor phenomenon (IP). A developmental network where the minoritized woman receives developmental support from multiple individuals is a potentially powerful intervention that can help them advance their careers, but there is a general lack of research on IP in the context of minoritized women’s leadership development and the role of developmental support, especially with regards to multiple diversified developmental relationships. Therefore, this paper integrates various literature streams (leader development for minoritized women in higher education, IP, mentoring) and offers a conceptual framework that utilizes a developmental network perspective. The propositions offered explain how multiple developers can help minoritized women address IP and develop positive leader identities, as well as how both parties can better anticipate and handle challenges related to diversified developmental relationships in HE.

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Making It To The Top: Have Women And Minorities Attained Equality As Higher Education Leaders?

Cited by 6 publications

References 1 publication

Promoting Diverse Leadership: An Examination of Professional Experiences and Career Advancement Perceptions of Black Women in Higher Education

Promoting Diverse Leadership: An Examination of Professional Experiences and Career Advancement Perceptions of Black Women in Higher Education

Exclusion in Academia: Latina Faculty Struggle Towards Tenur

Developing the Positive Identity of Minoritized Women Leaders in Higher Education: How can Multiple and Diverse Developers Help With Overcoming the Impostor Phenomenon?

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