Graduate Studies, UNL

 

Dissertations and Doctoral Documents from University of Nebraska-Lincoln, 2023–

First Advisor

Elvira Abrica

Degree Name

Doctor of Philosophy (Ph.D.)

Committee Members

Abby Bjornsen-Ramig, Crystal Garcia, Stephanie Bondi

Department

Educational Administration

Date of this Version

2025

Document Type

Dissertation

Citation

A dissertation presented to the faculty of the Graduate College of the University of Nebraska in partial fulfillment of requirements for the degree Doctor of Philosophy (Ph.D.)

Major: Educational Administration

Under the supervision of Professor

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, the author. Used by permission

Abstract

Women now comprise more than half of mid- and upper-level administrators in higher education, yet they remain underrepresented in the most senior leadership roles. For mothers in leadership, this underrepresentation is compounded by gendered structures, expectations, and norms that shape their personal and professional lives in distinct ways. While scholarship has examined working motherhood broadly and gender inequity in higher education separately, little research has focused on how mother leaders experience and interpret gender inequity in higher education leadership. This study sought to address that gap by exploring the lived experiences of ten mother leaders working at research-intensive (R1) universities in the United States. Guided by a feminist epistemology and informed by the philosophies of interpretative phenomenological analysis (IPA) and select feminist concepts, this study examined how participants made sense of the gender inequities they faced at the intersection of motherhood and leadership. Data were collected through semi-structured interviews, personal diaries, and an asynchronous group dialogue. A feminist lens was employed during data analysis, which involved iterative coding, reflexive memoing, and thematic interpretation. Findings revealed that participants navigated gendered organizational structures and experienced persistent pressures from the ideal worker norm. In response, these women adapted their behaviors and overcompensated to be taken seriously as leaders. Participants also described carrying the mental and emotional load of caregiving and emotional labor in the workplace, which intensified work-family conflict. Despite these challenges, participants chose to redefine leadership by incorporating empathy, compassion, and care into their leadership approach. Many framed motherhood as an asset to their leadership and used their experiences to model healthier work-life balance, support employees as whole people, and challenge harmful organizational norms. This study contributes to the scholarship on gender inequity in higher education by amplifying the voices of mother leaders and revealing how gendered organizations and structures shape their experiences. The findings from this study have practical implications for institutions regarding improved policy, leadership development, and workplace culture. This study offers insights into how higher education organizations can better support and retain mother leaders amid staffing shortages and political uncertainty.

Advisor: Elvira Abrica

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