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Cheree L. Meeks

An Exploration of Factors that Influence Career Paths of African American Women in Student Affairs. Cheree L. Meeks. Benedictine University. Chapter 1: Introduction. Problem Statement. Higher education is dominated by white men.

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Cheree L. Meeks

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  1. An Exploration of Factors that Influence Career Paths of African American Women in Student Affairs Cheree L. Meeks Benedictine University

  2. Chapter 1:Introduction

  3. Problem Statement • Higher education is dominated by white men. • The number of African American women in leadership roles in higher education, specifically in student services/student affairs, does not reflect the number of women in higher education positions. • There is limited research that examines factors that influence the paths of African American women in leadership positions.

  4. Purpose Statement • The purpose of this qualitative study is to explore factors and understand challenges that influence leadership paths of African American women in four-year traditional institutions in student services/student affairs.

  5. Framework • Black Feminist Theory • “exploration of experiences and ideas shared by ordinary black women that provide a unique angle of vision on self, community, and society” (Collins, 2008) • Bolman and Deal Leadership Lens • Structural, Human Resources, Political, Symbolic (Bolman & Deal, 2003)

  6. Research Questions • What factors influence leadership paths of African American women in four-year traditional institutions in student services/student affairs? • What are the challenges that impact the ascension of African American women in student services/student affairs positions? • How do memberships – personal and professional – impact the career path of African American women? • What is the impact of mentoring on African American women in student services/Student affairs?

  7. Significance of the Study • Research and Literature: • This study will provide the opportunity to learn more about the experiences of African American women in student services/student affairs positions at four-year institutions. • In the context of Black Feminist theory and leadership, research will provide insight regarding perceived challenges to advancement in the field.

  8. Significance of the Study • In Practice: • Provide insight regarding strategies for increasing and retaining African American women in leadership positions in student services/student affairs. • Understanding regarding factors that impact career path decisions.

  9. Chapter 2:Review of Literature

  10. Literature • Because “the higher the fewer” continues to characterize the uneven representation of women in the upper ranks of prestige hierarchies, more research is needed to better understand how to disrupt gendered patterns and norms that shape perceptions of prestige in and between institutions (ASHE Higher Education Report, 2011).

  11. Literature • In pursuit of Senior Student Affairs Officer (SSAO) status, research indicates an average of four job changes leads to the SSAO position, with most aspirants obtaining a doctorate, pursuing a student affairs career track, and gaining financial management experience (Biddix, Giddens, Darsey, Fricks, Tucker, and Robertson, 2012).

  12. Chapter 3:Proposed Methodology

  13. Methodology Major Research Perspective: Qualitative Theoretical Paradigm: Interpretive Design: Ethnographic

  14. Methodology continued Population and Site: 5-7 African American women in leadership positions (Director level or higher, or with comparative positions at varying institution types) in student services/student affairs at four-year traditional institutions across the country. Sampling Procedures: Purposeful sampling. Participants will be purposefully selected based on their fit (African American, woman, Director or equivalent, student services/student affairs)

  15. Methodology continued Data Collection: Semi-structured, in-depth interviews. This method of data collection allows the researcher to unpack the unique stories of each individual.

  16. Target Audience • African American women interested in pursuing a career in student affairs/student services • African American women currently in positions of leadership with aspirations of advancement • Institutions interested in recruiting and retaining African American women for leadership • Practitioners interested in creating a culture and fostering an institutional climate to empower leadership

  17. References ASHE Higher Education Report. (2011). Implications and recommendations. 37(1), 119-147. Biddix, J., Giddens, B., Darsey, J., Fricks, J., Tucker, B., and Robertson, J. (2012). Career paths and choices leading to the Senior Student Affairs Office (SSAO) for women at community colleges. Community College Journal of Research and Practice, 36(9), 713-732. Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass. Collins, P. H. (2008). Black feminist thought: Knowledge, consciousness, and the politics of empowerment.Routledge.

  18. Bibliography (as of 7/29/2012) Alston, J. (2012). Standing on the promises: A new generation of black women scholars in educational leadership and beyond. International Journal of Qualitative Studies in Education, 25(1), 127-129. ASHE Higher Education Report. (2011). Framing women’s status through multiple lenses. 37(1), 15-35. ASHE Higher Education Report. (2011). Implications and recommendations. 37(1), 119-147. Biddix, J., Giddens, B., Darsey, J., Fricks, J., Tucker, B., and Robertson, J. (2012). Career paths and choices leading to the Senior Student Affairs Office (SSAO) for women at community colleges. Community College Journal of Research and Practice, 36(9), 713-732. Bolman, L. G. & Deal, T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass. Collins, P. H. (2008). Black feminist thought: Knowledge, consciousness, and the politics of empowerment.Routledge.

  19. Bibliography (as of 7/29/2012) Grant, C. (2012). Advancing our legacy: A black feminist perspective on the significance of mentoring for African American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101-117. Grogan, M. & Shakeshaft, C. (2011). Women and educational leadership. San Francisco, CA: Jossey-Bass. Martin, J. L. (2011). Women as leaders in education: Succeeding despite inequity, discrimination, and other challenges. Santa Barbara, CA: Praeger. Miller, A. (2011). The effects of motherhood timing on career path. Journal of Population Economics, 24(3), 1071-1100. Morris, L. (2011). Women in higher education: Access, success, and the future. Innovative Higher Education, 36(3), 145-147. Nichols, J. C. & Tanksley, C. B. (2004). Revelations of African American women with terminal degrees: Overcoming obstacles to success. Negro Educational Review, 55(4), 175-185. Taylor, U. (1998). The historical evolution of black feminist theory and praxis. Journal of Black Studies, 29(2), 234-253.

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