The Lack of Women inHigher Education

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Apr 3, 2024

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The Lack of Women Campus Presidents in Higher Education Barbara Lawson University of Arizona Global Campus ORG699: Cultural Diversity and Individual Differences Professor Jennifer Brown March 18, 2024

WOMEN CAMPUS PRESIDENTS 2 The Lack of Women Campus Presidents in Higher Education Women and women of color have long been integral to the fabric of higher education, yet their experiences and contributions remain underrepresented and often overlooked. As we celebrate progress in diversity and inclusion, it is crucial to recognize the unique challenges faced by women and women of color within academia. This paper delves into the systemic barriers they encounter, sheds light on their resilience, and advocates for transformative change. According to Torres (n.d.) the National Center for Education Statistics, in 2017, 76% of all faculty in higher education were white with only 24% representing people of color. These statistics underscore the stark disparities in representation and underscore the need for targeted interventions (para 1). The purpose of this paper is to examine the experiences, barriers, and triumphs of women and women of color in higher education. By analyzing tenure denial rates, promotion outcomes, and recent high-profile cases, we aim to highlight the urgent need for equitable policies and institutional support. Through this exploration, we advocate for a more inclusive and empowering academic environment that uplifts the voices and contributions of women of color . In conclusion, the struggle faced by women of color in higher education persists. Despite their remarkable achievements, they continue to encounter bias, discrimination, and inequitable treatment. As we move forward, it is imperative that universities and colleges actively address these disparities. By fostering mentorship, promoting representation, and dismantling systemic barriers, we can create a more just and vibrant academic community—one that truly celebrates the brilliance and resilience of women of color.

WOMEN CAMPUS PRESIDENTS 3 Let us stand together in solidarity, recognizing that their success is not only a testament to their individual strength but also a collective victory for academia. As discussed by Polson, Jaeger & Norcross (2022) “ Women have long held leadership roles in society and education, yet little attention has been given to the experiences of women student body presidents.” Women who hold leadership responsibility felt the pressure as president, focused on making positive changes for others and their campus communities, navigated complex gender expectations and environmental pressures, and gained significant confidence in their ability to lead” (para. 1). However, women have been slightly more successful in advancing into elite leadership roles in higher education; however, they make up only 26% of college presidents. According to Neitzel (2022) there is continuing gender gap in leadership in American Universities, the gap is much wider for women of color. While about one in five Ph.D. earners is a woman of color, only 5% of these universities had a woman holding the top executive position . Women comprise 39% of the academic deans and 38% of the provosts. It’s when you look at the top spot specifically that the gender divide becomes much larger - with only 22% of campus presidencies and 10% of university system presidencies held by women. The backlash that women face with glass cliff and glass ceiling. Women who are promoted to higher position during times of crisis or duress, or during a recession when the chance of failure is more likely by doing so it sets them up for failure this is the scapegoat for industries when they fail (Kagan, Ganti & Schmitt, 2022). The idea that a glass cliff exists for women (and people of color) arose from another, similar concept: the glass ceiling refers to an invisible barrier or hurdle that women often face in their professional careers. It is also commonly used to

WOMEN CAMPUS PRESIDENTS 4 describe what many people of color face in similar situations. This barrier is often set up to prevent certain women and others from reaching the highest executive or managerial levels within their respective organizations . Once women break through the glass ceiling and take on positions of leadership, they often have experiences that are different from those of their male counterparts. The difference in public and private universities in promoting women and women of color (WOC) when it comes to representation and diversity in the public sector these institutions often have a broader mission to serve the public and promote diversity. They may actively recruit and retain a diverse faculty, including women and women of color. While some private universities prioritize diversity, others may focus more on their specific institutional goals. Representation can vary widely, and some private institutions may have fewer women and women of color in faculty positions. According to Corneille et al., (2019 ) there is a lack of understanding the experiences of WOC faculty in science, technology, engineer and math (STEM) this underrepresentation of WOC in the STEM professoriate underscores serious equity concerns that have the potential to negatively impact institutional equity, undergraduate and graduate STEM education and society at large. When it comes to tenure and promotion, public universities tend to have more transparent tenure processes. However, women and women of color still face challenges. Also, in promotion despite efforts to improve diversity, disparities persist. For private universities, the tenure process at private universities can be less standardized. Many institutions prioritize research excellence, while others emphasize teaching and service. People of color may encounter similar challenges as in public universities and promotion private universities may have more flexibility in

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