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ERIC Number: ED219018
Record Type: RIE
Publication Date: 1982
Pages: 167
Abstractor: N/A
Reference Count: 0
The Life Cycles and Career Stages of Senior-Level Administrative Women in Higher Education.
Murrell, Patricia H.; Donohue, Wyveta G.
Women's opportunities for becoming senior-level administrators at 4-year, coeducational, state-supported colleges were assessed in 1979 in relation to age-related and other factors. Attention was also directed to whether there was a consistent career pattern for women attaining senior-level administrative positions. Biographical data and data regarding the women administrator's current lives were gathered through interviews with 44 subjects serving as president, provost, chancellor, vice president, vice provost, or vice chancellor. Most women in senior-level administrative positions had experience in middle-level administrative positions (e.g., vice presidents). Thirty-five of the administrators held terminal degrees; all presidents and vice presidents for academic affairs had doctorates. Over one-half of the vice presidents were invited to accept their positions by presidents. Senior-level women administrators went through transitions at age-related intervals throughout the adult life cycle. Careers, personal time commitment, current marriages, relationships with children, parental relationships, and personal values were examined at each transition. Thirty-five of the women worked from 50 to 85 hours per week, and most of the women worked for personal satisfaction. Nineteen of the women were currently married and 12 had never married. Among the conclusions are the following: women's opportunities for becoming senior-level administrators are enhanced if they hold the Ph.D., attain some type of midlevel administrative position in higher education, and increase their visibility among presidents; and women determine early in their adult life their preferred life style. Recommendations and a bibliography are included. (SW)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Memphis State Univ., TN.
Identifiers: N/A