An Exploration into the Best Practices That Support the Underrepresentation of Asian American Female Leaders in Higher Education: An Action Research Study

Autor/in	Le-Chan, Trang
Titel	An Exploration into the Best Practices That Support the Underrepresentation of Asian American Female Leaders in Higher Education: An Action Research Study
Quelle	(2023), (127 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northeastern University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-0879-4
Schlagwörter	Hochschulschrift; Dissertation; Asian Americans; Females; Women Administrators; College Administration; Disproportionate Representation; Equal Opportunities (Jobs); Public Colleges; College Faculty; Barriers; Communities of Practice; Self Efficacy; Professional Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Asian immigrant; United States; Asiatischer Einwanderer; USA; Weibliches Geschlecht; Weibliche Führungskraft; College administrators; Hochschulverwaltung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Fakultät; Community; Self-efficacy; Selbstwirksamkeit
Abstract	Asian American women are underrepresented in college leadership positions, which signals the absence of Asian American women's voices and perspectives in decision making about institutional policies, procedures, and practices for the Asian student body. In addition, the lack of Asian representation, such as role models, mentors, and a diverse pool of decision makers, negatively affects the entire educational community because the Asian student population is growing. This action research study sought to explore and improve Asian American women's ability to access leadership opportunities and provide support to Asian American women at a network of public colleges in the Northeast. Participants in Cycle 1 were female Asian American faculty and manager professionals at a network of public colleges. Participants shared their experiences and offered perspectives about the barriers and challenges Asian American women face when accessing leadership positions. Cycle 1 also outlines action steps based on its findings. The action steps were created, designed, implemented, and evaluated in Cycle 2. I created activities and opportunities for Asian American women to learn new skills, network with others, receive mentorship, gain knowledge, and create collaborative learning and information-sharing spaces. The first finding is that the women's professional conference and the community of practice (COP) helped increase confidence, personal growth, self-reflection, and a sense of belonging. Offering Asian American women a safe place, such as the COP group, where participants can connect with other Asian American women is essential to their professional development and career advancement. The second finding is that participants felt professional development is essential for improving their skills and providing them with the necessary knowledge to advance in their careers. There is a need for more organized, formal COP support groups and culturally inclusive professional development programs. Lastly, the study found that sharing stories allowed participants to reflect on their perspectives and experiences and learn from others with similar experiences. Sharing adds new information and knowledge. Implications for the organization include sustained engagement among Asian American women, ongoing supportive community of practice groups, implementing culturally inclusive professional development programs and events, and advancing the pipeline initiatives for moving Asian American leaders into leadership roles across a network of public colleges in the Northeast. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01