The Concrete Ceiling, African-American Women and Advancement in Higher Education

Autor/in	Griffith, Debra Y.
Titel	The Concrete Ceiling, African-American Women and Advancement in Higher Education
Quelle	(2015), (129 Seiten) PDF als Volltext Verfügbarkeit D.B.A. Dissertation, Argosy University/San Francisco Bay Area
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-9667-7
Schlagwörter	Hochschulschrift; Dissertation; African Americans; Women Administrators; Middle Management; Faculty Promotion; Barriers; Universities; Administrator Attitudes; Experience; Racial Discrimination; Gender Discrimination; Social Stratification + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Afroamerikaner; Weibliche Führungskraft; Mittlere Führungskraft; University; Universität; Erfahrung; Racial bias; Rassismus; Soziale Zusammensetzung
Abstract	African-American women in middle management positions at four-year universities continue to face a concrete ceiling preventing career advancement to senior management positions at a higher rate. The American Council on Education in the 2013 report entitled On the Pathway to Presidency notes that both African-American men and women occupy only 3.7% of all Chief Affairs Officer positions at institutions of higher learning, and only 5% of all other senior academic affairs positions at four-year colleges and universities. The study addressed the problem of the low number of African-American women who occupy senior management positions at four-year university institutions. The purpose of the study was to discover why African-American women cannot move out of middle management positions at a higher rate. The qualitative study allowed for the researcher to gain an understanding of the lived experience and perceptions of the participants. The focus of the phenomenological methodology allowed readers to understand the experiences of participants who experienced the same phenomena (Creswell, 2007). Race and gender were used as the central focus throughout the investigation process to investigate how they both keep African-American women from advancing to senior administration positions. The phenomenological study explored the lived experiences of seven African-American women in middle management positions at four-year universities regarding perceived abilities, organizational practices, and opportunities for mentoring by senior administration. The captured narratives provide a better understanding of what happens at the middle management level to prevent a larger number of African-American women from achieving career advancement. The data was collected using a naturalistic inquiry through the process of conducting one-on-one in-depth interviews. The interviews were transcribed and coded; statements were placed into clusters, assigned classifications, and clustered into meaning-units. The most relevant cluster-meaning units were selected to best answer the research questions. The study allowed for seven African-American women to describe their lived experiences regarding the inability to be promoted to senior administration positions within the organization. As reflected in this study, social stratification of both race and gender is a formidable force, which continues to influence policies, networks, employers, and belief systems passed down from one generation to the next (Delgado & Stefancic 2012; Eagly, Wood,. & Diekman, 2002). African-American women in middle management positions at four-year universities are faced with the historical ramifications of racial and gender discrimination on a daily basis, which prevents career advancement at a higher rate. [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	2020/1/01