Women of Color Advancing to Senior Leadership in U.S. Academe
The question of why there are so few women of color at the highest level of administration in U.S. academe concerns scholars and policy makers in higher education. Literature has documented the slow growth of diversifying the leadership pool, but attempts
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Women of Color Advancing to Senior Leadership in U.S. Academe Belinda Lee Huang
Introduction Today, educational trends indicate that each generation of younger women is attaining higher levels of postsecondary education in the U.S. (Jaschik 2010; Ryu 2010). Since the baby boom generation, women are surpassing men in educational attainment and the gap between them is getting larger (Boushey and O’Leary 2009; Ryu 2010). More women complete high school, enroll in and graduate from college, and complete advanced degrees at the master’s and doctoral level; however, men still outnumber women in doctoral degrees conferred in typically male dominated fields (i.e., business/management, engineering, and law) (Bell 2010; Ryu 2010). New data from 2013 revealed that women were 57.1 % of all first time graduate students, and men were 42.9 % (Alum et al. 2014). In this chapter the use of the term academe includes doctoral granting, master’s, bachelor’s, associate colleges and universities. Although the numbers of women faculty in the U.S. have been slowly increasing in the last decade, women continue to lag behind men in status, salary, and leadership positions (White House Project Report 2009). Data indicates as the prestige of the institution increases women fall significantly behind (Bach and Perucci 1984; Konrad and Pfeffer 1991; Kulis 1997; Tolbert and Oberfield 1991). Women are only 30 % of the faculty at research universities, 40 % of the faculty at master’s degree granting institutions, 42 % of the faculty at private liberal arts colleges, and 49 % of the faculty at public 2-year institutions (The White House Project Report 2009). As faculty rank increases the number of
B.L. Huang, Ph.D. (*) Visiting Assistant Professor, Higher Education Administration, Graduate School of Education and Human Development, George Washington University, Washington 20052, DC, USA e-mail: [email protected] © Springer International Publishing Switzerland 2017 H. Eggins (ed.), The Changing Role of Women in Higher Education, The Changing Academy – The Changing Academic Profession in International Comparative Perspective 17, DOI 10.1007/978-3-319-42436-1_8
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156 Fig. 8.1 Women Faculty By Rank, 1997 and 2007 (Adapted from M. Ryu (2010). Minorities in higher education: Twenty-fourth status report. p. 114–117. Copyright 2010 by the American Council on Education)
B.L. Huang
1997 53% 43%
51%54%
44%47%
40% 33%
Lecturer Instructor Assistant Associate
2007
26% 19%
Full
women steadily declines (Ryu 2010). Among full-time professors, 85 % were White (60 % were White males and 25 % were White females), 4 % were Black, 3 % were Hispanic, 8 % were Asian/Pacific Islander, and less than 1 % were American Indian/ Alaska Native (NCES 2014). In fall 2011, women had the largest representation among instructors (64 %) and lecturers (63 %) (NCES, 2014 (see Fig. 8.1). There is a considerable decline in representation from assistant (63 %), to associate (54 %), to full professor rank (38 %). In each of these ranks, women faculty representation has i
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