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Experiential commonalities of female...

Johnson, Martha Scott.

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Experiential commonalities of female administrators at women's colleges in the southeast.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiential commonalities of female administrators at women's colleges in the southeast./
Author:	Johnson, Martha Scott.
Description:	96 p.
Notes:	Source: Masters Abstracts International, Volume: 54-05.
Contained By:	Masters Abstracts International54-05(E).
Subject:	Higher education administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1589317
ISBN:	9781321766943

Experiential commonalities of female administrators at women's colleges in the southeast.
Johnson, Martha Scott.

Experiential commonalities of female administrators at women's colleges in the southeast. - 96 p.

Source: Masters Abstracts International, Volume: 54-05.

Thesis (M.Ed.)--University of South Carolina, 2015.

Women represent the majority of students obtaining degrees at all levels and the majority of practitioners; however, they still represent the minority in higher educational leadership with the exception of Women's colleges where they represent the majority. Research suggests that in female dominated work situation, where women are vying for power and position, horizontal violence may be present and is the lashing out of an oppressed group against members of their own group. The purpose of this study is to understand how gender bias may still be present in a women's college environment through examination of the commonalities female administrators at these institutions experience. Data were gathered from interviews with six female senior administrators at five single gendered all women's institutions in the southeast. Qualitative interviews were conducted using an interview protocol and transcripts were analyzed to find common themes. Emerging themes included the centrality of mission, devotion to and respect for women's skills and abilities, sensitivity to gender bias and tension between campus environment and southern culture. Findings suggest that women's colleges are mission driven around women's empowerment and female administrators believe their role in carrying out this mission is to model supportive behavior through intentional mentorship. They experience gender bias as empowered women in the south within a larger cultural milieu, but experience collaborative leadership as opposed to horizontal violence. These women are uniquely situated to define and address gender bias in a larger society. Future research should examine gender bias across functional areas within higher education, the dynamic around gender bias as women leave women's institutions to work in coed institutions, and the role that geographic location plays in the prevalence of gender bias.

ISBN: 9781321766943Subjects--Topical Terms:

2122863
Higher education administration.

Experiential commonalities of female administrators at women's colleges in the southeast.
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245 1 0 $a Experiential commonalities of female administrators at women's colleges in the southeast.
300 $a 96 p.
500 $a Source: Masters Abstracts International, Volume: 54-05.
500 $a Adviser: Chester S. Platt.
502 $a Thesis (M.Ed.)--University of South Carolina, 2015.
520 $a Women represent the majority of students obtaining degrees at all levels and the majority of practitioners; however, they still represent the minority in higher educational leadership with the exception of Women's colleges where they represent the majority. Research suggests that in female dominated work situation, where women are vying for power and position, horizontal violence may be present and is the lashing out of an oppressed group against members of their own group. The purpose of this study is to understand how gender bias may still be present in a women's college environment through examination of the commonalities female administrators at these institutions experience. Data were gathered from interviews with six female senior administrators at five single gendered all women's institutions in the southeast. Qualitative interviews were conducted using an interview protocol and transcripts were analyzed to find common themes. Emerging themes included the centrality of mission, devotion to and respect for women's skills and abilities, sensitivity to gender bias and tension between campus environment and southern culture. Findings suggest that women's colleges are mission driven around women's empowerment and female administrators believe their role in carrying out this mission is to model supportive behavior through intentional mentorship. They experience gender bias as empowered women in the south within a larger cultural milieu, but experience collaborative leadership as opposed to horizontal violence. These women are uniquely situated to define and address gender bias in a larger society. Future research should examine gender bias across functional areas within higher education, the dynamic around gender bias as women leave women's institutions to work in coed institutions, and the role that geographic location plays in the prevalence of gender bias.
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