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Institutional type and the mentoring of women in higher education administration

Linda Gayle Hytrek, University of Nebraska - Lincoln

Abstract

Even with the increasing numbers of women who graduate with masters and doctorate degrees, the number of women who advance to upper-level administrative positions in these institutions is still less than 20 percent. These women administrators are also more likely to be found in private or two-year institutions and in less prestigious administrative positions. ^ The purpose of this study was to determine if there is a relationship between the type or structure of the higher education institution and one career advancement factor—having had a mentor to facilitate the advancement of women administrators. Mentoring is often cited as one of, if not the primary, factor needed by women for career advancement (Hetherington & Barcelo, 1985; Holt, 1981; Kalbfleish and Davies, 1991; Luna and Cullen, 1995; McNeer, 1983; Moore, 1982; and others). This study also examined the types of career and psychosocial mentoring functions performed by the mentors of the respondents who reported having had a mentor. ^ The research questions focused on (1) institutional type and structure and their relationship, if any, to the development of mentoring relationships; (2) organizational factors such as institutional support for mentoring programs and inclusion in or exclusion from communication networks that may affect the development of mentoring relationships; and (3) an analysis of the career and psychosocial mentoring functions performed by the mentors. ^ A questionnaire developed from a compilation of surveys used in previous mentoring studies was used to collect the data. The survey instrument was mailed to a sixteen state, stratified (by institutional type), randomly selected sample of women administrators at the dean's level or above whom are employed in higher education institutions. ^ This study adds to scholarly literature as no previous studies were found that specifically relate organizational type and/or hierarchical structure to the availability and types of mentoring functions experienced by women advancing to higher education administrative positions. ^

Subject Area

Women's Studies|Education, Administration|Education, Higher

Recommended Citation

Hytrek, Linda Gayle, "Institutional type and the mentoring of women in higher education administration" (2000). ETD collection for University of Nebraska - Lincoln. AAI9962059.
http://digitalcommons.unl.edu/dissertations/AAI9962059

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