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ERIC Number: EJ1140893
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: As Provided
ISSN: EISSN-1936-3478
The Need to Practice What We Teach: The Sticky Floor Effect in Colleges of Business in Southern U.S. Universities
Johnson, Cooper; Long, Jamye; Faught, Sam
Journal of Academic Administration in Higher Education, v10 n1 p27-33 Spr 2014
The Sticky Floor Effect, a relatively new career advancement barrier concept, theorizes there exist obstacles for women preventing them from advancing to first level management positions. Of significant importance to institutions of higher learning's colleges of business, the Sticky Floor Effect highlights issues of consistency, moral implications, and credibility, as it is in these establishments where workplace anti-discriminatory hiring and promotion practices are taught to future business professionals. This study aims to explore if the colleges of business, which are responsible for teaching equal opportunity employment practices, are following their own instructions through advancing women into first level management positions. Included in this study is an analysis of five states' colleges and universities in which gender ratios of department chairs and directors within colleges of business are examined. The results of the analyses show evidence of a sticky floor impacting career advancement opportunities for women.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; Arkansas; Louisiana; Mississippi; Tennessee
Grant or Contract Numbers: N/A