| While women are obtaining more college degrees than men, there still exists an imbalance of women leaders in higher education institutions. The purpose of this qualitative, phenomenological study was to identify how women from different races account for the experiences that have facilitated their ability to access executive level leadership positions in the academic world. The study was designed to focus on constructive and positive methods and practices that influenced and contributed to the success of women from different four races in executive positions at 4-year, nonprofit higher education institutions within the United States. Strategies future leaders may apply to address leadership development and career ascendency for females who aspire to leadership roles were explored. A phenomenological research method was most appropriate for this study to capture the lived experiences of individuals from their perspectives and develop themes that may be applied to challenge structural or normative assumptions. For this research, data was gathered from interviewing 10 female executive leaders of African-American, Asian, Caucasian, and Native American descent. The interviews were conducted face-to-face or by phone. The modified version of the van Kaam method by Moustaka was used to analyze data. Recommendations for future research is warranted to expand the knowledge of female leaders from different races perceptions and experiences related to the glass ceiling effect in addressing the marginalization of women who desire advancement to the most executive level positions in higher education institutions. |
