Dissertations / Theses on the topic 'Female higher education'

Purpose. The purpose of this phenomenological study was to understand and systematically describe the essence of the experience of two-year college female basketball athletes coached by male and female coaches.

Methodology. A phenomenological design was used to explore two-year college female basketball athletes’ experiences being coached by male and female coaches. The researcher interviewed 10 two-year college female basketball athletes from Los Angeles, San Bernardino, and Riverside Counties in southern California. The researcher chose the hermeneutic approach because it was grounded in interpretation. As defined by Wojnar and Swanson (2007), “hermeneutic phenomenology is the interpretation of the structures of experience and with how things are understood by people who live through these experiences” (p. 173).

Findings. Transcripts from interviews were reviewed and common themes emerged from statements made by the participants. Four major themes emerged from the interpreted meanings, and supported by the participants. The essence of the two-year college female basketball athletes’ experiences of being coached by male and female coaches was described.

Conclusions. The results of the study supported previous findings on this topic. However, the results explored an underrepresented group of two-year college female basketball athletes. The key themes that emerged were fundamental basketball (being taught the rudiments of the game, discipline, and structure); perceived authority; coaching preference (male coaching qualities viewed more positively than female coaching qualities), and coaching characteristics (fostering relationships and building trust).

Recommendations. Future studies could involve more participants, random sampling, or other qualitative or quantitative methods that would provide results more generalizable to a larger population. This study was performed after two-year college female basketball players completed their first year of sports eligibility and required the athletes to recall their past experiences. Further phenomenological research could be conducted looking at two-year college, high school, travel ball (AAU), and four-year college female players in different regions. Finally, the researcher recommended exploring the male and female coaches’ backgrounds in basketball to explore their experiences and training methods, and how those played into the coaching relationship.

The purpose of the study was to identify perceived effective leadership in higher education by examining the indicators of effective leadership in a holistic viewpoint from an executive female leaders approach. Theoretical studies have examined female leadership development; however few have statistical data to address the concept. In addition, leadership competencies in four year higher education institutions have not been clearly stated; therefore evaluations are not consistent and have no baseline by which to begin. The study addressed both leadership competencies in four year institutions as well as female leadership. The study utilized Q Methodology with a two tier approach to conceptualize the perception female leaders in higher education have on effective leadership. Participants received a concourse of 61 statements to sort according to their perception of effective leadership indicators which they have observed in others they have worked alongside with a ranking system of “most effective leadership indicator” (+5) through “least effective leadership indicator” (-5). Participants were also asked to sort the same statements, with the same ranking scale, based off the perception of their own leadership indicators. Participants included 18 (for Qsort1) and 15 (for Qsort2) female vice-presidents/chancellors from higher educational institutions in North Carolina and Maryland. In addition, participants completed post-sort questions for demographic purposes as well as to further explain their rankings of the top three and lowest three statements in each of their sorts. For both Qsort1 and Qsort2, two factors emerged from each as effective leadership indicators: Adaptive Leadership and Enabling Leadership.

The results of this study indicate that effective leadership in higher education needs to be both adaptive and enabling to the environment in which one is placed. A primary need for effective leadership is the ability to provide long-range planning through objective analysis, thinking ahead, and planning. In addition, using frameworks to analyze complex situations and understanding complexities as well as emerging trends in higher education are important for effective leadership in higher education. The overarching areas which the participants point toward in their rankings of the statements are the need for flexibility, adapting to circumstances, and helping others learn their roles to be self-sufficient. The area which did not appear as important for effective leadership was the theme of administrative leadership. These statements encompassed following procedure and process to complete tasks.

The insight provided by the female executive leaders in higher education regarding effective leadership indicators are relevant to several areas. Gaining a deeper understanding of what areas females can pursue in order to be effective leaders can only strengthen their positioning in the higher education career ladder. In addition, higher education institutions seeking to utilize more accurate performance standards for those in leadership positions could utilize the results to place a threshold for executive leaders to adhere to. The current study should be utilized as a springboard for future leadership studies in the areas of higher education and female leadership to further provide empirical information which could enhance the leadership skills of future female leaders.

Although Black women have made progress in securing administrative positions, historically, they remain underrepresented at the highest levels in American postsecondary institutions (Hamilton, 2004; Howard-Vital & Morgan, 1993; Moses, 1989). Lack of networking, few positive role models, and inadequate mentoring are reasons cited as explanations as to why African American women have limited opportunities for career advancement (Searby & Tripses, 2006). Many Black female mid-level administrators currently face limited opportunities for career advancement due to inadequate opportunities to interact within the greater context of the academy by virtue of their history, race and gender (Collins, 2001).

This qualitative, phenomenological study examined mentoring relationships associated with African American female mid-level administrators' career development experiences, including the relevance of the mentor's race and gender. Additionally, issues of barriers and challenges as well as sources of support were examined. Thirteen African American females who worked in the California Community College System with titles of director, assistant dean, associate dean, and dean participated in face-to-face, semi-structured interviews. The findings indicated that African American female mid-level administrators preferred informal mentor relationships to formal mentor relationships. While the race and gender of the mentor was not a factor, psychosocial support was preferred from mentors over career development support. Findings also determined that numerous barriers prevented the mid-level administrators from advancing in their careers. Black Women's Support networks are necessary and offer tools for the survival of the African American female mid-level administrator.

Religion and spirituality have been found to contribute to the well-being of American university students. Although practiced by a small minority, Islam is the fastest growing faith in the United States, indicating a growing campus presence. The purpose of this study was to identify campus experiences that influenced the identity perception of traditional age Muslim American women. The conceptual framework included theories of identity negotiation, intergroup contact, and religious identity as well as campus climate structures developed to improve diversity. This phenomenological study took place at 2 public 4-year universities in California and included interviews with 6 participants. Interview protocol was framed by 4 research questions and focused on classroom and campus experiences that affected the choice to wear or refrain from wearing the hijab, campus satisfaction, and how student services might support a positive religious climate. Data were analyzed through continuous comparison of codes developed from organization of significant student statements into units of meaning, context, and synthesis of significance of events experienced. Themes that emerged were harassment, stereotyping based on media portrayals, and student and faculty ignorance of Islam. The participants expressed a deep personal and spiritual identification with their faith and requested campus spaces for this expression. This study may contribute to positive social change through the initiation of education and training programs for campus policymakers, student affairs personnel, faculty, and staff regarding the unique needs of religious minority groups, including Muslim American women.

Recognizing that the percentage of females in NCAA Division I athletic department leadership positions lag far behind their male counterparts, this study sought to learn about the lived experiences of females who have reached a senior level, defined as associate athletic director and athletic director using narrative inquiry.

The purpose of this study was to record the lived experiences of senior-level women administrators in intercollegiate athletics. Data was gathered through in-person interviews. Participants were asked to describe the paths their careers have followed, including the factors, issues, and circumstances that they feel have shaped the process by which they made career decisions.

Four primary themes from the participants’ backgrounds and life stories emerged that influenced the paths of the participants’ careers. They were: (1) the willingness and desire to take on challenges and opportunities; (2) the importance of family considerations, (3) influence of support they received from colleagues and people they came in contact within athletics; and (4) the impact of lack of support they received from colleagues and people they came in contact within athletics during their careers. This study revealed the presence of a strong sense of efficacy within the participants, which influenced the persistence of the participants in pursuing this particular career path, even when faced with obstacles. Finally, these participants offered advice, based on their career experiences to other current and future female athletic administrators. Policy implications and recommendations for institutions and athletic departments are provided.

This research was a constructivist grounded theory study exploring what experiences facilitated doctoral degree completion for female CES degree recipients. Researchers have discovered that women doctoral students are at greater risk for not completing their doctoral degrees. Additionally, there is a dearth of information related to how CES women doctoral graduates persist to degree completion. Therefore, the research question that guided the current study was: What doctoral education experiences facilitated degree completion for CES women doctoral degree recipients?

The researcher utilized purposeful sampling and sought a diverse sample of volunteer participants. Six female participants, one of whom was a woman of color, were selected for the study. Data were collected through interviews and analyzed consistent with the process of grounded theory. The theory, themes, categories, and subcategories emerged from the data.

Data revealed the overall theory to be: The Process of Completion as an Inter-Connected System of Experiences with Self and Others. The two main themes included in the theory were: (a) Relationships as Sources of Support and Catalysts for Growth and (b) Navigating Obstacles. The categories that comprise the theme Relationships as Sources of Support and Catalysts for Growth were: (a) Personal Growth and Development Occurs through Relationships with Others and (b) Professional Growth and Development Occurs through Relationships with Others. The categories that comprise the theme Navigating Obstacles were: (a) Navigating Systemic Obstacles and (b) Navigating Individual Obstacles. The results of this research were discussed in relation to existing literature and implications for the CES field were identified.

Problem Statement: This study compares traditional age female college students (18–25) diagnosed with celiac disease (CD) to age matched controls on measurements of executive function (EF) and social phobia (SP). Although previous research in this area has been mixed, a preponderance of the evidence from these studies suggests that CD impacts cognitive functioning as a whole; executive functioning in particular. However, most of the literature in this area focuses on age groups outside of the normal traditional college age range. No research to date has examined executive functioning or social phobia among 18–25-year-old female college students with CD. Bronfenbrenner’s Bio-Ecological Systems Theory will be utilized in understanding the relationships among and between the various interacting systems with the developing person with CD.

Purpose: The purpose of this study is to compare traditional age female college students (18–25) diagnosed with celiac disease (CD) to age matched controls on measures of executive function and social phobia.

Research Questions: Do female college students aged 18–25 with CD differ between age-matched controls on levels of EF? Do female college students aged 18–25 years old with CD experience different levels of SP than age matched controls? Do female college students aged 18–25 with CD that are adherent to a gluten-free diet (GFD) differ on their scores on measures of EF than those participants who do not adhere to a GFD? Do female college students aged 18–25 with CD have lower GPAs than age-matched healthy controls? Do female college students aged 18–25 years old with CD that are adherent to a GFD have higher GPAs than those female college students aged 18–25 with CD, who do not adhere to a GFD?

Methodology: This study employed a quasi-experimental, cross-sectional design. The relationship between the dependent variables (DVs) EF and SP with the independent variables (IVs) participants with CD and age-matched healthy controls and the covariate variables (adherence to a GFD and GPA) will be examined using independent t-tests and between subjects analysis of variance (ANOVA). Predictor variables (IVs/covariate variables) associated with the DVs at a statistically significant level (p < .05) will be entered into the final multivariate analysis of variance (MANOVA).

Findings: CD significantly affected Working Memory, Planning Organization, and Organization of Materials in measures of EF among participants with CD compared to age-matched healthy controls. CD significantly affected levels of social phobia in CD participants compared to the control group in situations involving interactions with the opposite sex and interaction with strangers. Self-report GPAs among CD participants had a significantly lower mean than the control group.

Title IX of the U.S. Education Amendments of 1972 has significantly improved women’s access to previously male-dominated areas of education in the United States, but few of these studies have focused on the experiences of women currently in the higher education field. This study explored female head athletic trainers’ perceptions of the role of U.S. higher education institutions in preparing and supporting their achievement of leadership positions in U.S. collegiate sports: it also explored their views on potential changes in current higher education curricula and certification processes. This phenomenological study used Ridgeway’s status construction theory as its theoretical lens for examining the role of higher education in participants’ career progressions. Data were collected from a purposeful sample of 9 female head athletic trainers from various intercollegiate schools in the United States. The trustworthiness of findings was increased through use of the constant comparison data analysis method and sharing transcripts and excerpts of findings with participants. The study findings showed that the participants perceived higher education program preparation and support as limited in both helping women achieve collegiate leadership positions and overcome barriers to professional advancement. Suggestions for improving athletic training educational programs included adding mentorship and role models, experiential learning and interactions with sport personnel, networking opportunities, leadership training, and courses in gender roles and biases. This study promotes positive social change by identifying underlying gender biases inhibiting women’s promotions into sport leadership roles and by providing policy and curricular suggestions for addressing these, thereby promoting greater social equality.

Current technological revolutions have led to the increased availability of information resulting in many teaching institutions that have adopted change and teaching methods. Consequently, many educational institutions have integrated teaching and learning systems with technology, and learners nationwide are embracing the flexibility of online education. Online education is a new educational delivery mode in Saudi Arabia, which has been influenced by economic and social changes. As a result, the impact has created an increased demand for graduate degrees as online education has created the opportunity for Saudi women to access higher education. Thus, for Saudi female students, who want to study and work simultaneously, online education is possibly feasible option. Through online education, female Saudi students are able to obtain an education at home with flexibility, and the number of Saudi students taking online education has significantly increased. This thesis analyzes what female Saudi students in the United States have experienced about online education, and their attitudes toward online education.

Since the inception of Student Affairs, males have dominated senior level positions. While females are earning every degree type at a higher rate than their male counterparts, there are more women in entry and mid-level positions that often feel relegated to these roles as they seek advancement to a Senior Student Affairs Officer (SSAO) position. Whereas the gender gap has dramatically decreased over time at four-year private institutions, the largest gender gap within SSAO positions continues to exist at four-year public institutions. Using a phenomenological approach, this qualitative study explores the career trajectories of 15 current female SSAOs at four-year public institutions. The study examines factors that led to their success, challenges related to their gender, and advice given to females who aspire to obtain an SSAO position at a four-year public institution. Critical feminist theory was the theoretical framework used to undergird the study and to help examine gender inequalities. All women currently hold a Dean of Students, Assistant/Associate Vice President of Student Affairs, or Vice President of Student Affairs position at four-year public institutions within three states. Five themes arose from the data, culled from two series of semi-structured interviews and resume analysis: (a) educational and career trajectory patterns, (b) mentorship matters, (c) pathways to advancement, (d) roadblocks to the SSAO position, and (e) advice given. Findings related to why the largest gender gap persists at four-year public institutions were also discussed. Interpretations of the findings, limitations, and recommendations for future research and practice were shared.

The California State University (CSU) system is the largest public university system in United Sates. In 2014, female student population was 56% and 42% were male. Overall, there are higher percentage of female students than male students in the CSU system, yet there are only 10 female Provosts in the CSU system. The purpose of this qualitative study was to explore and describe the career journeys of women Provosts in the CSU system in order to learn more about: (a) what factors have motivated these women to executive leadership roles in the CSU system, (b) their career pathways, (c) any obstacles they may have encountered and addressed on their career pathways, and, (d) any mentoring support they may have received on their career pathways. This study described the career journeys of seven female CSU Provosts.

This study was a qualitative portraiture design. Interviews consisting of 16 questions were conducted in person or over the phone. Nine themes emerged from the analysis of the interview. The themes were prior leadership experience, the mission of the CSU system, traditional and non-traditional career pathways, being female, balancing family and career, gender-based obstacles, formal and informal mentoring, and lastly female mentoring.

This study had four conclusions. First, CSU women Provosts concluded that the CSU mission and vision motivated women to their current role and the connection to the system. Second, the CSU system supports both traditional and non-traditional pathways to the Provost position. Third, like other women leaders, CSU Provost continue to face challenges in their executive career pathways. The main conclusion for the challenges was balancing family and career, in addition to gender-based obstacles. Finally, the study concluded that women CSU Provosts had role models and different styles of mentorship throughout their education and career pathway towards leadership roles.

According to former President Obama’s Council on Advisors of Science and Technology (PCAST) analysis on science, technology, engineering, and mathematics (STEM) graduation rates, the study concluded that United States will require an increase in STEM graduation rates by 40% to keep up with future job demands. The PCAST findings and National Center for Educational Statistics indicated that Black females are underrepresented in attaining advanced STEM degrees. To achieve increased advanced STEM degree rates, it is necessary to increase graduation rates for underrepresented Black to meet the growing demand for jobs requiring advanced STEM degrees. This narrative inquiry study explores the experiences of seven Black females who attained their advanced STEM degree, as they recalled the people and events that positively influenced their successful completion.

Utilizing Swail, Redd, and Perna’s Geometric Model of Student Persistence and Achievement as the study theoretical framework, the study findings revealed the cognitive, social, and institutional factors that influenced advanced STEM degree attainment for the study participants. Additionally, the study revealed the influences outside of the Geometric Model that impacted their degree success. This study delved into the participants’ kindergarten through graduate school experiences to provide recommendations to improve advanced STEM degree completion rates for Black females. The study concludes with implications for future study so that researchers can add to the dearth of literature that exists on this topic and contribute to closing the gap on underrepresented resources needed for current high technology job demands.

This qualitative study analyzed mentoring experiences and perceptions of females enrolled in a doctorate program of education, including a Principal Investigator-led peer mentoring group. The snowball technique generated 20 participants who were interviewed for a two-part study to share mentoring experiences by responding to Research Question One: What are the mentoring experiences of a sample of female students enrolled in an Educational leadership doctoral program at a Midwestern University? The conceptual framework explored experiences and perceptions of women at the doctoral level, mentoring support systems, and barriers to doctoral completion. Additional interviews were sought from faculty named as providing mentoring support for students. Faculty shared best practices of mentoring female doctoral students. The second part of the study was a voluntary peer-mentoring group. Research Question Two examined: What are the experiences of a group of doctoral students voluntarily participating in an experimental peer mentoring group in the same doctoral program in education? Emerging themes were participants’ varied perceptions of what constituted their unique mentoring needs, how to define or recognize a mentoring relationship, and why participants did not participate in accessible mentoring opportunities. Findings indicated a range of responses and experiences about mentoring, including for some participants, the perception of not having mentoring. A significant finding in the study was that women desired to be mentored but have different perceptions of what constitutes mentoring. Additionally, women who felt they were mentored expressed positive comments about the professors who mentored them as well as positive experiences as doctoral students. Students who perceived themselves as not being mentored expressed more negative concerns about the doctoral program process. Recommendations are offered on ways the doctoral program can better support both formal and informal mentoring at the doctoral level. Future research focusing on women and mentoring perceptions and experiences at the doctoral level is needed, whether men at the doctoral level have similar or contrasting mentoring needs as women, how diversity of faculty impacts African American women’s mentoring experiences, whether female students benefit from being mentored by female faculty, and how peer mentoring groups can be implemented or academically improved for doctoral students.