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I Am Commanded to Love You: the Journey of Three Women College Presidents

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I Am Commanded to Love You: the Journey of Three Women College Presidents I AM COMMANDED TO LOVE YOU: THE JOURNEY OF THREE WOMEN COLLEGE PRESIDENTS Item Type Other Authors Monroe, Carey Publisher Cunningham Memorial Library, Terre Haute, Indiana State University. Download date 28/09/2021 15:43:28 Link to Item http://hdl.handle.net/10484/12353 I AM COMMANDED TO LOVE YOU: THE JOURNEY OF THREE WOMEN COLLEGE PRESIDENTS _______________________ A Dissertation Presented to The College of Graduate and Professional Studies Department of Educational Leadership Indiana State University Terre Haute, Indiana ______________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _______________________ by Carey Monroe December 2017 © Carey Monroe 2017 Keywords: Higher Education, Leadership, Women, Presidents, Feminism, Change Agent Vita Carey Monroe EDUCATION 2017 Indiana State University, Terre Haute, Indiana Ph.D., Higher Education Administration 2013 Purdue University, West Lafayette, Indiana M.S., Learning Design and Technology 2009 Valparaiso University, Valparaiso, Indiana B.S., Physical Education/Health PROFESSIONAL EXPERIENCE 2015-Present Kettering University, Flint, Michigan Cooperative Education Manager 2014-2015 Saint Joseph’s College, Rensselaer, Indiana Division Chair and Coordinator of Education 2013-2014 Saint Joseph’s College, Rensselaer, Indiana Director of Career and Leadership Development 2009-2013 Hanover Community School Corporation 9-12th Grade Business and CTE Instructor 2000-2009 Independent Business Owner, Neoga, Illinois Full Service Restaurant – 2001-2005 Early Learning Center – 2002-2009 i COMMITTEE MEMBERS Committee Chair: Kandace Hinton, Ph.D. Professor of Educational Leadership – Bayh College of Education Indiana State University Committee Member: Mary Howard-Hamilton, Ed.D. Professor of Educational Leadership – Bayh College of Education Indiana State University Committee Member: Maureen Egan, Ph.D. Senior Consultant American City Bureau, Inc. ii ABSTRACT This was a phenomenological study of the lived experiences of women who serve as college presidents. Three women, who serve as current college presidents, participated in this study. The first was a president at a two-year community college in the upper Midwest for twelve years and served as president in another Midwestern community college for nine years prior. The second woman was a first-time president who had served for three years at a Catholic four-year college established to provide nurses for a health system. The third was a first-time president who served at a Research I institution in the upper Midwest and had been president for 13 years. Semi-structured, 90-minute interviews, observations, and curriculum vitae were used in the data collection process to represent how a woman constructs meaning for her position as president. Themes that emerged from this data analysis may be used to inform women who are potential candidates for presidential positions or women who aspire to become presidents. The information may also be used to provide context into the lived experiences of women who serve as college presidents for hiring committee members, campus constituents, and stakeholders. Women who have recently accepted their first presidential position may find this information helpful while they seek to create a leadership style for themselves and develop relationships with faculty, staff, and students. Moreover, women who possess a tendency to be leaders in their departments but may have never considered applying for promotion or considered a higher- ranking position may be informed and empowered to do so. The stories of these women presidents provide context for women becoming successful leaders in the academy. iii ACKNOWLEDGMENTS I returned to school at the age of 30, unsure of what I wanted to do or where my initial degree would take me. I wanted to have the same schedule as my children so I could be available to them, and I wanted to help shape the lives of their peers in the process. I thought I might enjoy the work environment that a college or university had to offer in the future but never dreamed it would take me this far. I would like to take a special moment to recognize the people who have helped me achieve this dream of earning a Ph.D. in Higher Education Administration. Dr. Maureen Egan first discussed the program at ISU with me on a road trip to Indianapolis for a networking event. She has been my mentor, colleague, and friend throughout the process, and I appreciate her support. Dr. Tom Ryan and Dr. John Nichols at Saint Joseph’s College were very supportive of my decision to pursue this dream and allowed me to adjust my work schedule to meet the demands of coursework. When I accepted a position at Kettering University mid-way through my studies, Venetia Petteway and the administration at Kettering University continued to support and work with me; for that I am truly grateful. Without the help and encouragement of the administrators at both institutions I never would have been able to complete my degree. I would also like to thank Dr. Kandace Hinton, who serves as my committee chair, and Dr. Mary Howard-Hamilton, two of the greatest professors of truth on the planet. I want to thank iv them for taking this backward girl, originally from farm-town Illinois, and enlightening my mind, soul, and spirit through their wisdom, guidance, and suggested readings. I truly believe this program has opened my eyes and helped me to be a better leader and person. To Dr. McClellan, from IPFW, who taught the course on resource management, I want to thank him for helping me understand that resources represent much more than money and for challenging me to think beyond what I thought I knew. I would also like to thank the participants of this study for their openness and genuine character during our interviews, especially Frances who opened her office and campus to me for two days of observation and held nothing back during our conversations. I walked away from those two days knowing, without a doubt, where I want to be in the next 10 years. I would like to thank my editor, Rachel Abraham, who has gone to great lengths to make sense of my words and thoughts on paper. I would like to thank my cheerleaders: my husband, children, parents, and friends; they have listened to my discussions about coursework, supported me when I needed picking up, and always told me I could do this. To my husband and children, the three of them have been supportive on my weekends away and during my residency time. They have also encouraged me to keep going for the past three years. We have celebrated each milestone together. I am truly blessed to have all of them in my life. Thank you. I would like to thank God for saving me and always calling me back when I needed it. Finally, this dissertation is dedicated to all of my former students and every woman who aspires to do something great in her career. You are never too old to get started, and you are never too old to change your path. The decisions you have made in the past do not have to define your future; I am living proof of that. v TABLE OF CONTENTS COMMITTEE MEMBERS ................................................................................................. i ABSTRACT ........................................................................................................................ ii ACKNOWLEDGMENTS ................................................................................................. iii LIST OF TABLES .............................................................................................................. x WOMEN WHO SERVE AS COLLEGE PRESIDENTS ................................................... 1 Organization of the Remainder of the Study .................................................................. 2 Statement of the Problem ................................................................................................ 2 Purpose of the Study ....................................................................................................... 3 Significance of the Study ................................................................................................ 3 Research Questions ......................................................................................................... 4 Theoretical Framework ................................................................................................... 4 Personal Statement .......................................................................................................... 4 Summary ......................................................................................................................... 5 LITERATURE REVIEW ................................................................................................... 7 Gender Roles, Identity, and Leadership .......................................................................... 9 Leadership styles ......................................................................................................... 9 Self–efficacy ............................................................................................................. 16 vi Intersectionality......................................................................................................... 21 Perceived and expert power ...................................................................................... 22 Work-life balance...................................................................................................... 24 Mentorship ...............................................................................................................
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