Trends in Women of Color’s Status in Higher Education: Opportunities Fraught with Challenges

• In Event: Overlooked No More: Postsecondary Educational Research Informed by Wisdom, Race, and Gender for the Greater Good

Abstract

Given the demographic shift in American society, higher education institutions are faced with the challenge to prepare students for a diverse society. Efforts to diversify the gender, racial, and ethnic makeup of faculty and administrators in universities show promise, but external and institutional challenges threaten such progress (Jean-Marie & Lloyd-Jones, 2011; Nuñez, Murakami, & Cuero, 2010; Turner, 2008). Trends on women of color in higher education both at the faculty rank and senior level-administration reveal that women are penetrating formerly closed institutions but they are less robust in advancing to the highest levels (Ryu, 2010; The Chronicle of Higher Education Almanac, 2010). In particular, the presidential appointment of women of color, in addition to full-professorship attainment at doctorate-granting institutions, is lacking, despite the monumental gains from mandates such as Title IX, Civil Rights Act, and Equal Pay Act. This suggests that women of color are still confronted with a glass ceiling and have ways to go to be on equal footing with men (Glazer-Raymo, 2008; Turner, 2008). Further, based on race and ethnicity, some women of color are less likely to ascend to the highest levels because of cultural differences, racism and sexism, and difficulty in changing traditional norms (Cuadraz, 2010; Glazer-Raymo, 2008; Jean-Marie, 2005; Turner; 2008). These trends have implications for the educational pipeline in which women of color continue to lag behind their white counterparts (Ryu, 2010). As noted by Glazer-Raymo (2008), the “unfinished agendas” related to women’s advancement in higher education” merit considerable attention in order to more effectively identify and remove barriers that continue to deter women of color from ascending to leadership positions and holding the highest faculty rank in the academy.

Employing a content analysis approach (Krippendorff, 2004), this paper is conceptual in nature and is based on my findings from a literature review on the trends impacting women of color in higher education. Three major areas are the focus of analysis: (1) transformation of higher education since the passage of Title IX. Widely associated with athletics and now celebrating 38 years since its enactment, Title IX has been instrumental in creating access for women of diverse ethnic and racial background in science, technology, engineering, and mathematics (STEM) education. Historically, Title IX is credited with closing the gender gap in higher education; but has it really?; (2) dismantling environmental and social factors that threaten authentic inclusion of women of color. The interlocking effects of gender, race, and ethnicity can compound pressures of the workplace environment for women of color (Turner, 2002, 2008). Coupled with that are climate issues that can create an inviting or hostile environment for women of color in faculty or administrative positions; and (3) expanding the social and gender membership in the professoriate and administration. The diversification of women of color in higher education (Smith & Bender, 2008) has important implications for policy and practice, and raises important questions about institutional commitments to develop, recruit, and retain a talent pool of diverse women.

Author

• Gaetane Jean-Marie, University of Louisville