Date of Conferral

7-16-2026

Date of Award

July 2026

Degree

Ph.D.

School

Management

Advisor

Lisa Barrow

Abstract

Persistent gender disparities continue to limit women’s representation in senior science technology, engineering, and mathematics (STEM) leadership roles within the United States federal government, particularly at the GS‑13, GS‑14, GS‑15, and subject matter expert/senior executive service (SME/SES) levels. The purpose of this qualitative descriptive phenomenological study was to explore how women in senior STEM leadership experience and interpret gender disparities as they pursue and attain leadership positions. Data were collected through individual semi‑structured interviews with women serving in senior STEM leadership and analyzed inductively using phenomenological coding procedures to identify categories and themes that were grounded in participants’ lived experiences. Findings revealed participants experienced persistent gender-related challenges regarding credibility, evaluation criteria, access to opportunities for advancement, and inclusion in informal leadership networks. Participants also discussed adaptive strategies to navigate organizational culture and structural barriers in federal STEM environments, such as seeking mentorship, building supportive networks, and advocating for equitable policies within their organizations. Findings of this study contributed to a fuller understanding of women’s lived experience in senior federal STEM leadership and insights regarding organizational contexts that shape leadership trajectories.

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