Preparing to Fill the Leadership Gap: The Challenges Facing Women Leaders in Mid-Level Positions at Urban Community Colleges

Abstract

Community college presidents are currently retiring at rapid rates, and this turnover in leadership is expected to continue. As these important post-secondary institutions face the loss of senior-level leaders, women in mid-career positions are preparing to fill the gap in the leadership pipeline. Although previous studies have examined the leadership challenges faced by women leaders, the focus has been on presidents and vice presidents. This study fills a gap in the literature by examining the leadership experiences of women in mid-level positions - specifically deans and directors - and to identify their unique employment mobility challenges. The purpose of this qualitative, phenomenological study was to examine women leaders in mid-level positions and their perceptions of the personal, professional, and organizational challenges unique to them as leaders in urban community colleges. This study provides community college leaders and practitioners a better understanding of the importance of more effective navigational tools, better leadership training and development, and inclusive and intentional leadership funnels and hiring practices for women mid-level leaders. Ten participants from three community colleges discussed perceived challenges through in-depth, semi-structured interviews, and they described how they have attempted to navigate these challenges. Five major themes were identified: (a) leadership progression, (b) work-life balance, (c) mentorship and professional development, (d) communication, and (e) institutional climate and organizational structure. Recommendations for leaders include: providing opportunities and support for mentorship for women in mid-career positions; creating and funding professional development opportunities; and assisting women leaders with doctoral degree completion.

“They are essential”: Exploring the lived experiences of community college women faculty members and their femtor network

“…Furthermore, quality mentoring can positively influence the institution by connecting individuals to solve problems, impact decisions, and reform institutional cultures (Gibson, 2006;Jacobi, 1991;Mullen, 2009). Specifically, for women in academia, mentoring can contribute to long-term career advancement (Donohue-Mendoza, 2012 as cited in Hardy, 2019). Although there are benefits from cross-sex mentoring relationships, women may reap the most the benefits from having same-gendered mentoring relationships (Noe et al, 2002 as cited in Edds- Ellis & Keaster, 2013) and having multiple samegendered mentors (Brown, 2005), thus emphasizing the importance of having of a robut femtor network.…”

“…Although much of this research on higher education being a gendered organization is focused on four-year universities, community colleges can also be considered gendered organizations (Donohue-Mendoza, 2012;Eddy, 2009;Edwards, 2017;Everett, 2011;Gill & Jones, 2013;Hagedorn, 2002;Hardy, 2019;Martin & O'Meara, 2017;Townsend, 2009;Townsend & Twombly, 2007;Ward & Wolf-Wendel, 2017). It would be unfair to generalize these findings from universities to community colleges as they have very different missions, environments, student populations, and budget constraints.…”