1. Introduction Gender equality is increasingly becoming public interest in the last few decades

Since the early 1800s, women in higher education have been battling to overcome barriers to gain access to education, and equal career opportunities. Research posits that women have made significant progress through government legislations during the 1960s and 1970s, which eradicated some of the barriers of gender inequality. The research also supports that women are moving the needle in educational attainment and employment in higher education as students, faculty members and senior-level administrators. However, recent data suggest that there is still work to do to increase the number of women in leadership roles. Especially black women in higher education.

Gender stereotypes are one of the most common encountered on a daily basis. The infamous ‘Glass Ceiling’ still exists in many areas of the professional world, restricting valid promotions simply based on gender. This type of concept can be verified by looking at comparative weekly wages of other professionals in a variety of industries. Most people will generally see female dominated occupations, such as nurse, teacher and secretary as requiring feminine personality traits and physical attributes for success; whereas male dominated occupations such as doctor, lawyer, and business executive are seen to require male personality traits for success (Sanderson, 2010, p. 344).

Meaning women have additional problematic issue then man. For example in education women face more obstacles as faculty rather when in manager and directors in corporate America. Even though there been great progress in the workplace, most jobs are segregated by sexes. There is wag gaps, the average women have to work roughly 4 months extra every year to make the same wage as man. For example, when the educational attainment increases the gender pay decreases for women no matter what levels of education than men. In other words, women earn 77cents for every dollar man earn and put in their pocket (Benokraitis, 2010, p.160-161). Discrimination where both woman and man share in the workplace is the glass ceiling and glass escalator. The glass ceiling being, “women efforts to scale organizational and professional hierarchies but cant because they are constrained by invisible barriers to promotion in their careers, caused mainly by sexist attitudes of men in the highest position” Similarly, men that choose to go into position like nurse and librarians encounter the glass escalator mostly vituperative criticism from the public when they are in the most female-identified specialties” “Therefore man are pressured to move out of the most female-identified areas, and up to those regarded as more legitimate and prestigious for men” (Williams, 1992, p.

The “Glass Ceiling” is known as an invisible barrier that stops someone from gaining more success. In this case it deals with women in the workplace, not being able to move up in a company. Even though no one knows who started the phrase, “A widely read Wall Street Journal story in 1986 popularized the term”(Napikoski). The “Glass Ceiling” has played a big role in women not being able to be

The Glass Ceiling theory explains how a woman may never make it to the top of their profession when compared to a man who may also want to advance. The term “Glass Ceiling”

When women started their careers, the barrier prevented them attaining equality with men later on. The expression “the glass ceiling” first appeared in the Wall Street Journal in 1986. The term the glass ceiling was later used in an academic article. The article looked at the persistent failure of women to climb as far up the corporate ladder as might be expected from their representation in the working population as a whole. The article helped explain the fact that in large corporations in Europe and North America women rarely came to account for more than 10% of senior executives and 4% of CEOs and chairmen. (The Economist: The Glass Ceiling,

Thomas, Bierema, and Landau (2004) also describe the glass ceiling as a metaphor for the invisible barrier used to pushed women to the sidelines to slow their upward mobility and career growth. The authors suggest the glass ceiling is created by prejudicial practices such as cultural tendencies and power, and believe that glass ceiling practices keep women in compliant roles, making them inferior to males (Yasin & Helms, 2007). In 1989, Elizabeth Dole, Secretary of Labor for the Bush administration, launched a Department of Labor investigation to identify glass ceiling practices. The investigation found there were no women employed at nine major corporations that were awarded significant government contracts (Office of Federal Contract Compliance, 1991). As a result of the investigation, the Glass Ceiling Act was enacted in 1991 as Title II of the Civil Rights Restoration Act and a commission was formed to identify barriers and implement strategies to promote employment opportunities for the advancement of minorities and women (Falk & Grizard, 2003). The research available on glass ceiling practices in higher education is limited. However, there are some researchers who have examined the practices as it relates to higher education. Unfortunately, in higher education the majority of the available research focuses on the deferential treatment of female faculty. Some of the researchers who did examine the effects the glass ceiling had on women pursuing executive positions in higher education (Thomas, Bierema and Landau, 2004) showed that male-controlled environments contributed to the limited access women have had to leadership positions, acknowledge the existence of the glass ceiling, and suggest it serves as a significant barrier to women seeking

There is change concerning perspective on gender inequalities in schools. I In and article written by Diane Reay, called “Nice Girls” “Girlies,” and “Tomboys”: Gender Discourses, Girls’ Cultures and Femininities in the Primary Classroom, explains that contemporary gender power relations within an elementary classroom, is more complicated than “girls versus boys”. Reay found that girls were split into identifiable groups, each group defining how feminine they were or weren’t. She concluded that gender either operates as oppositions or hierarchy or most commonly both at the same time. These studies can lead us into why later on in life, during the time we are looking for jobs and professional work, men and women are seen on different playing fields. When you think of a CEO of a company or of world political leaders, does a male or female come to mind? Many, if not most of us, see these positions as being held by men. Even though we are approaching the twenty-first century, women in our society are still not equal to men when it comes down to the professional world. This discrimination in the workplace results in women not receiving the same benefits that men do. In certain cases women do the same job, for the same amount of hours, and still do not receive the same pay for their work. The average women’s paycheck is usually less than the average man, consistent with any field of work. Is there a

For example, at Augusta University, women only compose 56 out of 148 administrative posts, and only 647 of the 1,481 teaching posts were filled by women or people of an nonbinary gender (Workplace Profile). The fact that women are so poorly represented in cases like this can have a great effect on the gender diversity of the university and the feelings of systematic sexism that students feel on campus. If female students don’t see women in teaching positions, it can make it seem as if they aren’t truly a part of campus, and that they are in a male dominated area of society. This can result in a sense of disentitlement in women and a sense of entitlement in men. As a student, I can tell you that the “mansplaining” in Zeilinger’s piece on sexism on campus, is a real thing. Like Zeilinger says, men think it's their place to interrupt women and explain the coursework as if they were a teacher instead of a student. This is a prime example of how the sexism in faculty appointment leaks over into student life, because it makes nonbinary students and women feel as if they are simply in a male space instead of in a space created and maintained for all students regardless of gender, making them less involved in class discussions and inadvertently allowing men to take away their

Conversely, ingrained expectations that a male career takes precedence of woman’s is evident with the ever-present glass ceiling, glass cliff, and now the glass elevator. Predominately female occupations such as nursing, elementary education, and social work witness discriminatory practices labeled as the ‘glass escalator’ with men ascending to management positions at a greater rate (Goudreau, 2012; Eagly & Carli,

Career outcomes require people to be proactive, take initiative and ask for a pay increase and increased work benefits. Men are more likely to be more aggressive and create their own opportunities to advance. “Social mores and male attitudes make an effective barrier to women rising above certain points; this tendency brings to mind a glass ceiling” (Toussaint 1).

Women have developed on many aspects of life. Nevertheless, gender stereotype still lives among us. Women scientist and politician face more challenges than their men with the same career. They are further critiqued on their physical and emotions in addition to their intelligence. Our culture still lacks to fully accept the equality of men and women. It is often seen than women experts are not as praised or paid as men with the same level of expertise. This creates negative psychological repression and reduces the motivation to achieve

Women who are married and have kids are less hired and make less money than men who have a family and kids, which such a bias make men more advantage in their workplace. In fact, there seems to be evidence show that the faculty members have such a bias against women in science, which these kind of bias effect women to not equate or promote to the scientific field. Bias is everywhere and anyone can have it even if people try to prevent it, bias still exists and against women in science. Even, a child could make such a bias toward women in leadership and about herself such as presenting herself as a female, in knowing the gender stereotype about women in leadership. In fact, simply having a role model and a representation it not effective against gender stereotype or the powerful cultural transmission of bias. The way to tackle this unconscious bias is to have a more-rational decision process in so, in control of our behavior, or suppress the undesired behavior of individuals. So, to increase more women in science or in any occupation, cease any general or unconscious bias and stereotype that comparing women against male

Determine if gender has any impact on job satisfaction and job fit of college professors

This research paper will take a symbolic interactionist perspective to contrast the different leadership prejudices of men and women in the workplace. The age-old debate of inequality for women in executive position will now be examined through online periodicals that show gender stereotypes in the workforce, different strategies men and women use to break the glass ceiling of the workplace, a focus on the interactions and reactions of a male Chief Executive Officer (CEO) versus a female CEO, leadership prejudices among women and women, and various studies regarding leadership of men and women. Because of stereotyping, very little focus is on men within the workplace. However, research shows that male workers face stereotyping as well as