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ERIC Number: ED547346
Record Type: Non-Journal
Publication Date: 2012
Pages: 122
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-4214-7
The Role of Ethnic Culture in Work-Family Balance among Armenian Women in Leadership Positions in Higher Education
Baran, Hasmig
ProQuest LLC, Ed.D. Dissertation, University of Southern California
In contemporary society women leaders in education have struggled to balance work and family. While some women have succeeded in finding that balance, many others are still struggling. The purpose of this qualitative study was to examine the experiences of three Armenian women in senior-level leadership positions in higher education in the United States with dual roles as professionals and homemakers. The study dwelt on four research questions: 1) What challenges do Armenian women in senior-level leadership positions in higher education face in balancing work and family life? 2) What support systems do Armenian women in senior-level leadership positions in higher education perceive to be helpful in achieving work-family balance? 3) What strategies do Armenian women in senior-level leadership positions in higher education employ to balance work-family life? 4) What role does ethnic culture, as a support system play in achieving work-family balance for Armenian women in senior-level leadership positions in higher education? The study revealed the following challenges that these women faced in maintaining work-family balance: the demands and responsibilities of their dual roles as professionals and homemakers; gender stereotypes; making choices in professional compromises and personal sacrifices. These challenges were met through family, professional, institutional, and community support. Armenian ethnic culture, in particular, proved to be an important factor that lent support to the success of the three women under study in achieving work-family balance. The strategies that the three women adopted were likewise instrumental in finding and maintaining work-family balance. Those strategies included applying democratic and participatory leadership; communicating openly with family members; managing time effectively; putting things into perspective; planning and sharing plans; making a conscious effort to learn from others' experiences; integrating roles. Finally, this study underscored the implications for policy and practice in higher education as it pertained to women in senior-level positions, and made several recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A