Women in Leadership: Factors That Affect the Achievement of Women in Higher Education Administration at Four-Year Public and Private Universities in Texas
Date of Degree
Doctor of Philosophy (PhD)
The purpose of this quantitative study was to examine the factors that affect women administrators in higher education at four-year public and private universities in Texas. By comparing private and public universities, the research provided an assessment of similarities and differences of the factors impacting achievement of women in higher education. This study surveyed (N = 288) female administrators in higher education, who are currently working in private and public institutions of higher learning. Family and educational factors were examined with descriptive and inferential analysis. A chi-square statistical procedure indicated significant association between private and public four year universities and certain factors impacting women achievement in higher education. The study added to the framework of literature and presented an understanding of the nature of the field of women administrators in higher education in Texas. Results confirmed that women administrators at four-year public and private universities in Texas have significant demographics differences. However, they had similar factors that impacted their achievement as women administrators. The important factors that most affected women administrators included educational level, higher education teaching experience, and not having children. There was a strong positive relationship between the participants mother earning a four-year degree and the participants father earning a four-year degree (r = .55, significance level = .000). Since the variables were found to be significant, mother and father earning a four-year degree was a factor that affects women in becoming administrators.
Ramirez, Dawn Marie, "Women in Leadership: Factors That Affect the Achievement of Women in Higher Education Administration at Four-Year Public and Private Universities in Texas" (2012). Theses & Dissertations. 254.