Graduate Thesis Or Dissertation
 

Decision to select and hire college presidents: A systematic literature review

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  • There have been some gains in the number of women who occupy the college presidency (Gagliardi, Espinosa, Turk & Taylor, 2017), yet the gains reflect a slow pace towards gender parity, particularly at the community college level. Public two-year colleges are represented by 36% women presidents (Gagliardi et. al., 2017). While this is slightly higher than higher education overall, women lag behind men, though they have made significant gains across the field of education. Women make up more than 50% of the U.S. population (Howden & Meyer, 2011; U.S. Census Bureau, 2010), and earn 57% and 59% of all undergraduate and master’s degrees respectively (Warner, Ellmann & Boesch 2018). Women comprise 47% of the U.S. labor force (U.S. Department of Labor, 2016) and represent over 52% of the college-educated workforce in the U.S. (Warner et. al., 2018). Yet for women, the college presidency seems out of reach. All this being said, the American college presidency is overwhelming male. Given the steady low numbers of women in the role of community college president (Gagliardi, et. al., 2017; Moody, 2018), it becomes invaluable to understand the selection practices that result in the hiring of a college president. A systematic literature review was an ideal choice to examine the selection practices of community college governing boards, relative to the hiring a college president, understand ways in which such decisions impact gender parity. To further unpack the positionality of women in executive leadership, I turned to feminist theory. This framework shifts its assumptions, analytic lens, and topical focus away from the dominant male perspective and experience toward that of women (Grady, 2018; Hirudayaraj & Shields, 2019). Feminist theory has the ability to shed light selection practices that may have been overlooked.
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  • Pending Publication
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  • 2021-06-15 to 2022-07-15

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