Exploring the work of women faculty through the lens of care: An Institutional Ethnography of caregiving and carereceiving in higher education

In this institutional ethnography, we explored how women faculty members at a Midwest Research University (MWU)experienced the promotion and tenure evaluation (PTE) process through the lens of feminist standpoint theory. Beginning from the standpoint of women faculty navigating the PTE process, we employed institutional ethnographic methods first to identify the work of giving and receiving care among women academic workers. We then explored the institutional and organizational ruling relations that coordinated that work. Our findings consist of the disjunctures or conflicts between the day-to-day experiences and how women faculty interact with the institutional structures that coordinate their work. Women focus group participants described feeling like they were at a disadvantage because they were experiencing additional pressure to take on caregiving work, and that their care-receiving work was undervalued; participants reported conflicts between the work and what they perceived as required by organizational PTE policy. We conclude by calling for systemic support for faculty mentoring activities. We also recommend that for these changes to be lasting, recognition for mentoring activities be included in the Promotion and tenure evaluation (PTE) process with formalized measurement methods. Keywords: institutional ethnography, women faculty, caregiving, care receiving, receiving care, uncompensated work, ideal academic worker, promotion, tenure, career advancement, feminist standpoint theory, gender equit

Academic Reality "Show": Presented by Women Faculty of Color

Although the resolution of World War II brought dramatic growth to higher education, it was not until the 1950s and 1960s with social movements of equal and civil rights that women faculty of color had foray into faculty positions. Unfortunately, data on sex and minority status were limited in large studies during these decades, and any numbers of minority women faculty were estimated proportions of total faculty (see, e.g., Menges & Exum, 1983). In his analysis, Graham (1978) noted that women faculty positions actually declined from 1930 to 1970. Higher education after 1970 continued to expand due to the Civil Rights Movement, and this Movement propelled women and women of color to enter the academy.In academe today, women faculty of color know their own reality""they live in a world where an academic reality "show" would point out the truth, that is, all progress made in higher education does not represent them or their story. To begin, numerous quantitative studies do show that women have made significant progress in education over the decades. For example, The Condition of Education 2008 noted females account for nearly two-thirds of undergraduate and graduate (i.e., Master\u27s level) degrees through 2007 (National Center for Education Statistics [NCES], n.d.). For graduate and professional degrees, women have almost equalized the total number of degrees awarded to men (U.S. Department of Education, as cited in The Nation, 2007; see, also, NCES, "Participation," n.d.). Even though increases in male and female graduate students are expected through 2018, female enrollment is expected to increase at a rate faster than male enrollment (NCES, "Participation," n.d.). Along a similar line, women of color (i.e., American Indian, Asian, Black non-Hispanic, and Hispanic) earned more doctorate degrees than male ethnic minorities in 2004-05 (U.S. Department of Education, as cited in The Nation, 2007).Women faculty of color hold only 3% of full professorships, representing an important difference from their classification of 10% as assistant professors (Snyder, in Association of American Colleges and Universities, 2009). This supports research that has found that women, and especially women of color, face significant barriers as they move toward tenure. Then, too, there has been only a sluggish increase in hiring racially and ethnically diverse faculty members, and this increase includes hiring these individuals into certain types of higher education institutions -- two-year colleges and community colleges (American Association of University Professors, 2009; Gappa, Austin, & Trice, 2007).As Jackson (2004) emphasized in her article, there are numerous other factors behind the numbers that tell the story of progress of women in academe. Personal experiences in the academic workplace are not found in percentages or other representative numbers. To understand the academic reality "show" for women faculty of color, we need to listen to their stories. These stories articulate messages that are often suppressed or ignored in academe. Perhaps the time has come to rethink again current practices in the academy""practices that confine, restrain, and dehumanize lives

Navigating the Nexus: Exploring the Intersections of Race and Gender in the Experiences of Black Women Higher Education Administrators at Predominantly White Institutions

Although Black women have established themselves as leaders within colleges and universities, few have advanced to the most senior levels of postsecondary administration, leaving them underrepresented in these roles (Williams et al., 2024). Existing research on Black women at this level has largely focused on the presidency, often overlooking the experiences of those serving in other executive positions (Johnson, 2025). In this phenomenological study, I examined how four Black women in executive positions perceived the influence of their racial and gendered identities on their leadership experiences at predominantly White institutions (PWIs). Guided by Black Feminist Thought, in-depth interviews explored how participants navigated their institutions. The analysis revealed participants described instances of stereotyping, exclusion, and challenges to their authority which they addressed through identity management, coalition-building, and active resistance. The findings draw attention to the persistent structural barriers Black women encounter within executive administration and their strength to adapt to institutional environments.   Keywords: Black women; higher education; executive-level administration; predominantly white institutions; phenomenology; Black Feminist Though

Female Faculty Members at Texas Community Colleges: Any Changes Since 2000?

In this study, the authors examined the extent to which the number and percentage of female faculty members employed full-time and part-time at Texas community colleges had changed from 2000 to 2006. Both the absolute number and percentage of female faculty members employed full-time and employed part-time had significantly increased over this 7 year time period. Females comprise more than half of the community college faculty members in the State of Texas. Implications of these findings for faculty diversity are discussed

"The Challenge is to Come to Work with a Smile": The Mentorship, Salary, and Relationships of Administrative Assistants in Higher Education

Administrative assistants play a vital role in higher education institutions in the United States by supporting faculty, staff, and students in a variety of ways. Despite providing critical day-to-day duties, administrative assistants employed in higher education lack mentorship and are underpaid and overworked, contributing to job dissatisfaction. Counter to these demotivators, administrative assistants build and sustain rewarding relationships with students and peers. To better increase job satisfaction and retention of administrative assistants, higher education leaders should consider the following findings of this qualitative study using Herzberg’s Two-Factory Theory: lack of training and mentorship, being overworked and underpaid, and building relationships, all contribute to job satisfaction for administrative assistants in higher education in the United States. Keywords: administrative staff experiences, higher education administrative assistants, job satisfaction

Gender Typing in Management: Evaluation of Managerial Subroles for Sport

This research examined the gender typing of managerial subroles for entry, middle and senior-level positions to evaluate if gender typing serves as a barrier to women\u27s advancement into senior level positions. Interscholastic athletic directors and managers in the sport industry (n = 167) evaluated the importance of 19 managerial subroles for entry, middle, and senior level managers. Results indicate feminine managerial subroles were more important for entry and middle level managers than masculine managerial subroles (p < .05). There was no significant difference between masculine and feminine subroles in senior level manager positions. Feminine subroles may be more important than masculine subroles for entry and middle level positions while both feminine and masculine subroles are important for senior level managers

Leading in a Room Full of Boys: A Retrospective Interpretative Phenomenological Analysis of the Leadership Experiences of Adolescent Women as a Minority in a Coed Senior High School in the Philippines

This study explored the lived experiences of seven student leaders who belonged to the first three cohorts (2018, 2019, and 2020) of female transfer students in a private Catholic senior high school in Metro Manila after years of exclusive basic education. Using retrospective IPA, participants were individually interviewed to analyze the meanings they ascribed to their leadership experiences three to six years ago. Participants recalled their challenges, coping strategies, as well positive experiences as student leaders. Following Willig’s steps in IPA, data analysis yielded the following key themes: Leadership as (a) unsafe space (for women), (b) a response to systematized injustice, (c) adaptive resilience-building, (d) building social support systems, (e) character-forming, and (f) purpose-driven. These themes were framed by the participants’ experience of gender conflict and discrimination as a minority in their new school environment. Implications for research and practice are discussed. Keywords: gender, women minority, adolescent women leaders, leadership, leader emergence, leadership development, coeducation, retrospective IPA, Philippine

Empowering Second+ Career Female Academics: Strengthening Relationships through Mentoring for Personal and Professional Growth

Mentoring of early career researchers (ECRs) in universities usually involves older, more experienced researchers providing guidance to younger researchers starting out in their careers. However, for women who enter academia as a second or more career (second +), this type of mentoring may not recognise the experiences these women bring with them or the unique barriers that they encounter. This study is an autoethnographic case study through a relational cultural theory lens of five women who entered academia later in their careers but were classified as ECRs. In order to address the unique challenges confronting them they formed a peer mentoring group. Analysis of group discussions and individual reflections resulted in the identification of common themes of disempowerment, lack of belonging and lack of collegiate relations as they confronted the often-invisible barriers presented by university processes and culture. Sharing of mutual experiences within the peer mentoring group resulted in greater self-awareness of negative self-talk and beliefs, developed understanding of university systems, empowered participants through relational problem solving and supported agency in planning career progression. The increased sense of belonging and self-efficacy that participants felt suggests that peer mentoring, rather than traditional mentoring schemes, may be of greater benefit for other second+ career female academics. Keywords: mature female academics, mentoring, university relationships, empowerment, early career researcher(s

Editorial Overview: Exploring Leadership, Mentorship, and Gender in Academia: Insights from Recent Research

The 2024 Volume of Advancing Women in Leadership Journal (AWLJ) includes researchers from around the world. They are from Canada (Ontario and British Columbia), the Philippines, Australia, and the United States, including California, Maryland, New York, North Carolina, and Ohio, and the work that is published here also highlights women from these locations and Trinidad and Ghana. These researchers dealt with structural impediments to women’s opportunities, highlighting the transformative power of mentorship, resilience, and targeted strategies against professional obstacles. This is a valuable collection because it underlines how gendered expectations, cultural biases, and organizational structures continue to be essential factors in the construction of women\u27s leadership experiences. Yet it also points out some novel approaches, such as informal and peer mentoring, narrative inquiry, and digital advocacy, reflecting the potent role of collective action and relational support in promoting better levels of empowerment and equity

Understanding Through Stories: Leadership Experiences of Trinidadian Women of Color

This narrative inquiry explored the lived experiences of four Trinidadian women of color who served as principals in schools across the Caribbean Island. The focus of this research was to gain insight into what motivated these women to assume leadership positions in education, and how their experiences shaped their leadership practices. Research findings revealed three key themes that influenced the participants’ leadership practice in Trinidad’s educational context. These themes include: (a) ethics of care, an approach to leadership rooted in care and empathy, (b) collaborative leadership, an approach that helped the participants to address unique challenges faced by women-leaders, and (c) gender, class, and racial biases confronted by the participants during their careers. Exploring the narratives of the Trinidadian female leaders provides a nuanced understanding of how women-leaders navigate a complex landscape, offering lessons on resilience and leadership in a unique cultural and historical context.   Keywords: women of color; female principals; Trinidad and Tobago; Caribbean; educational leadership; West Indies; ethics of care