Career Pathways and Motivations of Asian Women Associate Deans in U.S. Public Institutions

• In Event: Leading From the Third Space: Pathways to Authentic DEI College of Education Leadership

Abstract

Abstract
This presentation explores the career pathways, motivations, and experiences of two Asian women serving as associate deans in U.S. public institutions. We examine our experiences to understand broader implications for diversity and inclusion in higher education leadership. Using leadership motivation theories, we highlight the complexities involved in our motivation to lead as among the few Asian females in such positions.

Theoretical Approach
Chan and Drasgow (2001) describe the motivation to lead (MTL) as influenced by personal decisions to pursue leadership along with aspirational magnitude and persistence. The sustainable careers framework (De Vos et al., 2020) explains that careers develop within both contextual and time-related perspectives, considering individual happiness, health, productivity, and meaning (Hobfoll, 2001).
Understanding MTL and sustainable careers is crucial for examining Asian female leaders in education. These frameworks reveal how personal and contextual factors influence leadership paths. Applying these theories helps us understand how they overcome the “bamboo ceiling” and achieve career fulfillment (Li & Beckett, 2006).
Empirical literature on Asian female leaders reveals significant challenges, including the "bamboo ceiling," which combines racial and gender biases that impede their leadership advancement. These leaders navigate stereotypes portraying them as passive or submissive, conflicting with traditional Western leadership notions (Chou & Feagin, 2008). Despite stereotypes and microaggressions, Asian female leaders often blend transactional and transformational leadership practices (Cai, 2023) to understand essential dynamics and develop inclusive leadership frameworks.
Method
We employed a qualitative research methodology, specifically collaborative autoethnography, to delve into our career journeys (Chang et al., 2016). This method allows us to collaboratively analyze our experiences within a shared cultural context. Semi-structured interviews of each other provided in-depth insights into our motivations and challenges (Kvale & Brinkmann, 2009). Thematic analysis identified recurring patterns in our stories (Braun & Clarke, 2006). Document analysis of our professional records and institutional reports complemented the interview data (Bowen, 2009). This multi-method approach enhanced the credibility and richness of our findings (Denzin & Lincoln, 2011).
Findings
The themes emerging from our experiences align closely with the literature that we reviewed. Both narratives highlight the significant impact of personal MTL and supportive networks in career development. Associate Dean 1’s journey underscores the challenges of isolation and the importance of peer support, reflecting affective-identity MTL through resilience and community creation. Similarly, Associate Dean 2 emphasizes the proactive pursuit of leadership opportunities, demonstrating social-normative and non-calculative aspects of MTL to affect change. Both stories illustrate the barriers of racial and gender biases while showcasing the resilience and adaptability necessary to navigate these challenges. Their trajectories exemplify how the sustainable careers framework and the need for inclusive leadership frameworks are critical in supporting the career fulfillment and satisfaction of Asian female leaders in higher education.
Conclusion
In conclusion, our career paths highlight the importance of MTL and supportive networks in overcoming racial and gender biases. Our stories emphasize resilience, adaptability, and proactive leadership. By understanding and addressing these unique challenges, we can promote greater diversity and inclusion in academic leadership, valuing the contributions of underrepresented groups.

Authors

• Sohyun Meacham, University of Northern Iowa

• Emily Lin, University of Nevada - Las Vegas