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ABSTRACT BRADSHAW, MOLLY QUINN. Burnout with Females in Higher Education Administration

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ABSTRACT BRADSHAW, MOLLY QUINN. Burnout with Females in Higher Education Administration ABSTRACT BRADSHAW, MOLLY QUINN. Burnout with Females in Higher Education Administration. (Under the direction of Dr. Jacklyn Bruce). This research explored the phenomenon of femaleness and how it impacts the experiences of women in higher education administration, specifically in colleges of agriculture, and how these experiences contributed to burnout, compassion fatigue, and job satisfaction. Despite representing more than half of the college-educated workforce, women are not represented equally within leadership positions in higher education. In academia, women faculty numbers have improved over the past several decades, representing 52.9% of assistant professor positions (Women in Academia: Quick Take, 2020). Higher education was initially intended only for men (Bystydzienski & Bird, 2006) and therefore valued men in higher-level positions (Bird, 2011; Trower, 2012). This has led to the creation of a culture where women and minorities are underrepresented and face multiple barriers (Bird, 2011). Having an inequitable distribution of power not only in organizations but within society suggests that women will need to traverse a different, more challenging path than their men counterparts to arrive at the same tier of status. Similarly, the field of agriculture has been a traditionally male-dominated field with land being tied to a male partner, being passed down from a father to son, or a widow from her late husband (Brandth, 2002; Pilgeram & Amos, 2015). These traditions further perpetuate the patriarchal ideologies that men are more inclined to do a specific type of work than women, thus causing the agricultural fields to be more male-dominated (Pilgeram &Amos, 2015; Shisler, 2016). Women have outnumbered men on college campuses since 1988 (Warner, 2016), specifically in agricultural sciences (Cho, Chakraborty, & Rowland, 2017). There is still a substantial gap with women in educational leadership positions, and particularly within agriculturally related disciplines (Enns & Martin, 2015). This study was framed by the work of scholars in organizational behavior and psychology. Maslach’s Multidimensional Theory of Burnout (MDB) and Ashby’s Law of Requisite variety were used as the framework. “Burnout is an individual stress experience embedded in context of complex social relationships, and it involves the person’s conception of both self and others” (Maslach, 1998, p. 69). Christina Maslach (1998) developed the multidimensional theory of burnout (MDB), supporting that burnout is comprised of three- dimensional key components: emotional exhaustion, depersonalization, and reduced personal accomplishment. This multifaceted theory provides the context that influences an individual’s response to stress. © Copyright 2020 Molly Quinn Bradshaw All Rights Reserved Burnout with Females in Higher Education Administration by: Molly Quinn Bradshaw A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Doctor of Education Agricultural & Extension Education Raleigh, North Carolina 2020 APPROVED BY: _______________________________ _______________________________ Dr. Jacklyn Bruce Dr. Amy Orders Committee Chair _______________________________ _______________________________ Dr. Carolyn Dunn Dr. Katharine McKee ________________________________ Dr. Rhonda Sutton ii DEDICATION This dissertation is dedicated to those who continue to pursue their dreams despite the challenges and barriers they face. iii BIOGRAPHY Molly Quinn Bradshaw was born and raised in St. Petersburg, FL. Later relocating to Lewiston, NY, Molly graduated from Niagara Catholic High School in 2002. Pursuing her love of animals, she began her college education in veterinary technology later changing her concentration to healthcare. She obtained a bachelor’s degree in healthcare studies and relocated to Raleigh, NC to work at North Carolina State University’s Terry Companion Animal Veterinary Medical Center. During this time, she obtained her master’s degree in healthcare administration. After accepting a position at NCSU’s College of Agriculture and Life Sciences (CALS) she developed an interest in leadership, training and development and decided to pursue her doctorate in Agriculture Extension Education. While in pursuit of her doctorate she was fortunate enough to meet Dr. Jackie Bruce who took her under her wing and guided her progress and direction in pursuit of that goal. She provided valuable lessons inside and outside of the classroom as well as constant support. During her time in the healthcare industry she had observed many people experiencing difficulties in their career including the phenomenon of burnout and compassion fatigue. While working in CALS she recognized a similar occurrence with some of the faculty and staff. These observations led her want to explore how the female administrators within land-grant institutions may be impacted by burnout and compassion fatigue. Molly is currently working in CALS in the role of Process Efficiency and Training Manager providing training and support to internal and external stakeholders. iv ACKNOWLEDGMENTS This dissertation would not have been possible without the help and support of few key supporters. First, I must thank God for blessing me with the opportunity and possibility to pursue this dream as well guidance through the process. He provided me strength to keep going when I doubted myself. I would like to thank those family members who provided support and encouragement throughout this journey. To my Father, thank you for the unconditional love and support during this process. You were there every step of the way to talk through each aspect of my journey. Thank you for being my biggest cheerleader. To my Mother, thank you for the support and encouraging surprise packages in the mail that made me smile and kept me going. To my friends: Kristin, Chelsey, Tiffany, and Michelle thank you for your support and believing in and encouraging me, as well as praying for me throughout my program. To my fellow graduate students: Megan, Daniel, and Jason your support and encouragement has been valuable. Thank you for all the long hours and Gumby’s pizza at the library. In you all I have found lifelong friends. To my committee, thank you for agreeing to stand by me through this journey. Your advice, guidance, time and encouragement has been invaluable. Dr. Dunn, Dr. McKee, Dr. Sutton, and Dr. Orders you have all challenged and supported me over the past couple years and I am grateful for each of you. Dr. Bruce, thank you for taking me on as your graduate student when you already had an overflowing plate. You have welcomed me into your life with open arms. I am proud to call you my chair! You have consistently challenged me to grow and improve myself throughout this journey, making me step outside my comfort zone. Thank you for being the voice of reason, a v listening ear in times of need, and a confidant. To Dr. Danny Bruce, Anisleee Mae Bruce (and Maggie), thank you for lending me Dr. Bruce over the past couple years and for welcoming me into your home. Dr. Brierton, I am certain you are a superhero! You have come to my rescue more than once with valuable feedback and advice during this dissertation process. Thank you for your patience and sense of humor. I appreciate the laughed to you added to this process. Some things will never stop being funny!! To anyone I may have not mentioned that provided support and encouragement I thank you from the bottom of my heart for believing in me. vi TABLE OF CONTENTS LIST OF FIGURES ..................................................................................................................... ix CHAPTER 1: INTRODUCTION ................................................................................................ 1 Conceptual Framework ............................................................................................................... 2 Gender ..................................................................................................................................... 3 Gender Role Socialization ...................................................................................................... 3 Gender Stereotypes/Bias ......................................................................................................... 6 Misogyny and Sexism ............................................................................................................. 8 Leadership ............................................................................................................................. 12 Higher Education .................................................................................................................. 17 Women in Higher Education ................................................................................................ 18 Advancement Into Leadership .............................................................................................. 19 Burnout ................................................................................................................................. 22 Job Satisfaction ..................................................................................................................... 27 Contextual Framework.............................................................................................................. 29 Land-Grant Universities and Colleges of Agriculture .........................................................
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