The purpose of this qualitative, phenomenological study was to explore the reasons for the continued underrepresentation of women in leadership positions in education and why barriers continue to exist for women from the perspectives and lived experiences of professional women leaders in education. A phenomenological approach within the qualitative research method of inquiry lends itself to help identify personal experiences of those who have knowledge of these situations (Thomas & Lacey, 2016). Using a phenomenological design allowed for the exploration of the “foundational question in phenomenology: What is the meaning, structure, and essence of the lived experience of this phenomenon by an individual or by many individuals?” (Johnson & Christensen, 2010, p. 385). Twelve women in educational leadership positions employed in various educational institutions in the southeastern and rocky mountain region of the United States were the focus of this study. The results revealed that barriers are still in place for women regardless if they have shattered the glass ceiling. The barriers are related to how women are viewed in the work place. This study is important for women, young girls, teachers, administrators, and officials in educational leadership. The ability for women to have their voices and experiences heard is one of the primary benefits from this study.
|Commitee:||Gillig, Scott, Mushipe, Judith|
|School:||St. Thomas University|
|School Location:||United States -- Florida|
|Source:||DAI-A 79/12(E), Dissertation Abstracts International|
|Subjects:||Womens studies, Organizational behavior, Higher education|
|Keywords:||Academia, Obstacles, Women|
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