WHITLOWE R. GREEN COLLEGE OF EDUCATION
Doctoral Defense Announcement
ABSTRACT
An Examination of the Glass Ceiling Effect on Ethnic Minority and Female Attainment of
Administrative Positions in Higher Education.
(May 2014)
Kimberley D. Buckner-Manley, B.F.A., Sam Houston State University;
M.B.A., Sam Houston State University; and
M.A., Prairie View A&M University
Chair of Advisory Committee: Lisa D. Hobson, Ph.D.
For nearly three decades, scholars have investigated the phenomenon known as the glass
ceiling effect. The findings of multitudinous research studies suggest there is an imperceptible
barrier that prevents minorities and women from assuming administrative roles in professional
settings within higher education (Jackson & O'Callaghan, 2011).
The purpose of this quantitative correlational study was to determine the relationships
between three categorical independent variables regarding faculty: (a) gender, (b) ethnicity, and
(c) the combination of ethnicity and gender, and faculty representation (their percentages) in
administrative positions at three predominantly white institutions (PWIs) in a southwestern state.
The researcher utilized the Chi-Square test of independence to analyze the secondary data
collected to answer the following research questions:
1. What is the relationship between ethnicity and faculty representation in administrative
positions at all three research-extensive PWIs?
2. What is the relationship between ethnicity and faculty representation in administrative
positions at each of the three individual research-extensive PWIs (Universities A, B, and
C)?
3. What is the relationship between gender and faculty representation in administrative
positions at all three research-extensive PWIs?
4. What is the relationship between gender and faculty representation in administrative
positions at each of the three individual research-extensive PWIs (Universities A, B, and
C)?
5. What is the relationship between ethnicity and gender, and faculty representation in
administrative positions at all three research-extensive PWIs?
6. What is the relationship between ethnicity and gender, and faculty representation in
administrative positions at each of the three individual research-extensive PWIs
(Universities A, B, and C)?
The researcher rejected or accepted the six associated null hypotheses based on ChiSquare values, and used the corresponding frequencies and residuals to draw a conclusion as to
whether a glass ceiling existed for ethnic minorities (Non-Whites) and females at the three
institutions.
The results generated from Question 1 for all three institutions collectively, suggested a
glass ceiling existed for ethnic minority administrators. In the case of Question 2, the researcher
determined that a glass ceiling did not exist for ethnic minority administrators at the three
universities. Although for Questions 3, 4, 5, and 6, the Chi-Square test of independence yielded
statistically significant relationships between faculty gender, ethnicity and gender, and their
representation in administrative positions, the researcher could not conclude that the glass ceiling
effect was present. In each case, Chi-Square frequencies and residuals indicated that the
imbalance was in favor of the ethnic minority (Non-Whites) and female faculty. The findings of
this study suggest that, with the exception of ethnicity (Non-Whites), the prevalence of the glass
ceiling for ethnic minorities and females attempting to attain administrative positions in higher
education might be diminishing at the three research-extensive PWIs in a southwestern state.
References
Jackson, J. L., & O'Callaghan, E. M. (2011). Understanding employment disparities using glass
ceiling effect criteria: An examination of race/ethnicity and senior-level position
attainment across the academic workforce. Journal of the Professoriate, 5(2), 67-99.
Date:
Time:
April 11, 2014
10:00 a.m.
Department: Educational Leadership and Counseling
Location/Room: Delco 220
Dissertation Chair: Lisa D. Hobson, Ph.D.
Dissertation Committee Members: Sonja Langley, Ph.D.
Edward Mason, Ph.D.
Laxley Rodney, Ph.D.