Hispanic Women in Higher Education Administration: Factors That Positively Influence or Hinder Advancement to Leadership Positions.

Autor/in	Gorena, Minerva
Titel	Hispanic Women in Higher Education Administration: Factors That Positively Influence or Hinder Advancement to Leadership Positions.
Quelle	(1996), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Administrator Characteristics; Career Development; Careers; College Administration; College Presidents; Cubans; Deans; Educational Background; Family Influence; Higher Education; Hispanic Americans; Latin Americans; Leadership; Mexican Americans; National Surveys; Puerto Ricans; Regional Characteristics; Social Support Groups; Women Administrators + Suchen Sie Ihr Suchwort? Berufsentwicklung; Career; Karriere; College administrators; Hochschulverwaltung; College president; Hochschulpräsident; Kubaner; Dean; Dekan; Vorbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Latin America; People; Lateinamerika; Bevölkerung; Volk; Führung; Führungsposition; Puerto Rican; Puerto-Ricaner; Regionaler Faktor; Social support; Soziale Unterstützung; Weibliche Führungskraft
Abstract	A national survey investigated the perceptions of Hispanic women administrators in higher education concerning factors that positively influenced or hindered their advancement to leadership positions, and developed a profile of the Hispanic woman senior level college administrator. Respondents were 68 women in four major subgroups (Central/South American, Cuban, Mexican American, Puerto Rican) occupying senior administrative positions (president, chancellor, provost, vice president, or dean). The five major factors in the professional category seen as positively influencing career advancement included education and training, goal-setting, networking, knowledge of mainstream system, and knowledge of the advancement process. Traditional Hispanic cultural values and ethnicity were seen to hinder advancement. Within the category of family factors, personal economic status, parental economic status, and children were perceived to positively influence advancement, and household duties and other family responsibilities were hindrances. In the support category, family/friends, colleagues/peers, spouse/significant others, and non-Hispanic administrators were identified as positive influences, and institutional faculty/staff as hindrances. Other positive influences named included non-Hispanic male and female mentors and affirmative action; discrimination was seen by some as a hindrance, by others as non-applicable. (Contains 56 references.) (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC