Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Amy Peterson

Abstract

Many of the barriers women face in achieving senior leadership positions in higher education institutions are the result of ingroup disidentification. The problem that was addressed in this study is the low gender identification of women managers in higher education. The purpose of this study was to investigate the difference in detachment, dissatisfaction, and dissimilarity scores as measured with the Three-Component Measure of Disidentification (TCMOD) between low, mid, and senior-level women managers in higher education institutions. The theoretical foundation for this study was social identity theory because gender group identification is a key element of social identity. A causal-comparative approach used the independent variable of women’s self-identified management level in higher education institutions (low, mid, senior) and the dependent variables participants’ scores for detachment, dissatisfaction, and dissimilarity. All women in management positions were invited through Facebook, LinkedIn, and the Walden University participant pool. The convenience sample was N = 153 participants (n = 51 for each group). A one-way multivariate analysis of variance showed no statistically significant difference for the management levels on the three combined dependent variables, F(6, 296) = 1.095, p = .365; Wilks’ Λ = .957; partial η2 = .022. Only 2.2% of the variability in TCMOD scores could be accounted for based on management level. These results contradict findings from other studies that senior women managers in higher education experience greater gender disidentification. This study can lead to positive social change because it suggests that organizational barriers, rather than individual barriers, must be further explored by decision-makers who seek to increase the representation of women in senior leadership positions.

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