| The career advancement of women administrators in higher education was researched. The study was designed to ascertain trends, barriers, and progress related to women administrators' career mobility.;A sample of 400 women administrators throughout the United States was surveyed. The Career Advancement of Women Administrators in Higher Education (CAWAHE) questionnaire included 35 items related to motivating factors, internal and external barriers, personal characteristics, male qualities, combined effects of appointment and promotional methods, mentors, career advancement progress, and career advancement trends. Additionally, the CAWAHE instrument included 10 demographic items. Nine hypotheses were tested. The results of the chi-square analyses indicated that the CAWAHE responses of academic and non-academic administrators showed significant differences, with the exception of two items.;The focus of this study was on the career advancement of women administrators in higher education, specifically related to trends, barriers, and progress. Trends and progress in the career advancement of women administrators were notably similar in the CAWAHE responses and in the literature. Both sources revealed progressive hiring trends based on merit, not on gender. Furthermore, it was revealed that it is easier for women administrators to achieve career advancement today as compared to the past decade.;Another focus on this study was on barriers in career advancement. For example, even though it is generally accepted for women to work outside the home, it is evident in the survey that the responsibilities of the home bear heavily on women. Of those women surveyed, 53.2 percent agreed that they encounter difficulty between family responsibilities and career obligations. Another barrier revealed in the literature is related to acquired educational degrees. Degrees in certain disciplines prove more impressive than others.;Through the recognition of trends, barriers, and progress, hope and encouragement is offered to women aspiring to become administrators in higher education. |
