EXPLORING THE PHENOMENON OF UNDERREPRESENTATION OF WOMEN IN EXECUTIVE-LEVEL ACADEMIC LEADERSHIP POSITIONS IN HIGHER EDUCATION INSTITUTIONS
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Authors
Stavesky, Viktoriya
Issue Date
2025-12
Type
Dissertation
Language
en
Keywords
underrepresentatio , women , executive leadership , Educational Leadership & Learning Lifelong
Alternative Title
Abstract
The gender gap in executive-level administrative roles in higher education institutions is a persistent issue. While women have constituted the majority of the student body for decades, they continue to be underrepresented in academic administration, including at the leadership ranks. This study focused on exploring the phenomenon of underrepresentation of women in executive-level academic leadership positions in higher education institutions in the Western United States. The purpose of this phenomenological qualitative inquiry was to explore the lived experiences of women on their path to and holding executive-level academic leadership positions above the dean across private, public, and community colleges in the Western United States and shed light on the challenges and barriers they faced and the tools and techniques they used to overcome them. This research study used the interpretive phenomenological paradigm with a feminist perspective. A qualitative research methodology with a phenomenological design was employed as the most suitable approach for the study's purpose and research questions. The target population was women in executive-level academic positions in HEIs. The sample population consisted of women who held executive-level academic leadership positions (president, vice provost, vice president, associate vice president, and assistant vice president) for at least 1 year. Fifteen participants were recruited via email using the purposeful sampling method. The contact information was identified by searching public records. One semi-structured interview was conducted with each participant in a one-on-one setting via Zoom. The recorded interviews served as the primary data collection instrument. The data were sorted into recurring codes and subcodes using NVivo. Findings revealed six recurring themes: (a) gender-related challenges still exist, (b) lack of organizational support presents a systemic challenge, (c) hiring and promotion are still gendered processes, (d) the role of mentors is critical, (e) support networks are an effective tool, and (f) qualities important for success. The implications for practice informed by the findings should be concentrated on creating an inclusive organizational culture and providing conscious support and development to women aspiring to and holding executive leadership positions. Higher education institutions should establish women's support groups and implement women-friendly mentorship and succession programs, as well as adopt inclusive policies that prioritize fair hiring practices, equal opportunities, and work-life balance. Aspiring women executive-level administrative leaders should focus on finding mentors, drawing strength from the community, building networks, and actively engaging in self-development as key components to success on this career track.