{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/17829"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/17829","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"Women in Senior Leadership Roles: A Quantitative Analysis of Representation Across Texas Public Universities","abstract":"The quantitative study examined women in leadership positions in academic and non-academic roles across 36 public institutions in Texas. Despite women attaining higher levels of educational credentials than men (National Center for Education Statistics, 2023), they remain underrepresented in senior leadership roles. Using secondary data from publicly available sources, the study analyzed proportional measures of women's representation in faculty and leadership positions. Descriptive statistics were used to describe leadership representation; multiple regression analyses examined whether faculty gender composition predicted leadership outcomes; and a one-way analysis of variance assessed differences across university systems. Faculty data were available for 34 institutions. Results showed that approximately 39% of senior academic and non-academic leadership positions were held by women, falling short of parity. The regression analysis demonstrated that neither the proportion nor the total number of women faculty significantly predicted women’s leadership representation. Additionally, no statistically significant differences were found across multi-institutional systems. The findings suggest that women's advancement into senior leadership roles is influenced less by faculty pipeline representation and more by institutional-level factors. The study highlights the need to focus on equity- focused leadership practices and structural reforms to promote more inclusive advancement pathways within higher education.","abstract_html":"The quantitative study examined women in leadership positions in academic and non-academic roles across 36 public institutions in Texas. Despite women attaining higher levels of educational credentials than men (National Center for Education Statistics, 2023), they remain underrepresented in senior leadership roles. Using secondary data from publicly available sources, the study analyzed proportional measures of women's representation in faculty and leadership positions. Descriptive statistics were used to describe leadership representation; multiple regression analyses examined whether faculty gender composition predicted leadership outcomes; and a one-way analysis of variance assessed differences across university systems. Faculty data were available for 34 institutions. Results showed that approximately 39% of senior academic and non-academic leadership positions were held by women, falling short of parity. The regression analysis demonstrated that neither the proportion nor the total number of women faculty significantly predicted women’s leadership representation. Additionally, no statistically significant differences were found across multi-institutional systems. The findings suggest that women's advancement into senior leadership roles is influenced less by faculty pipeline representation and more by institutional-level factors. The study highlights the need to focus on equity- focused leadership practices and structural reforms to promote more inclusive advancement pathways within higher education.","abstract_has_math":false,"creators":["Doring, Kari"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Education, Leadership, and Organization","degree_department":null,"school":null,"contributors":[],"advisors":["Fredrickson, Rebecca"],"committee_chairs":[],"committee_members":["Ausburn, Jerry","Trujillo-Jenks, Laura","Tabor, Joshua"],"year":2026,"date_issued":"2026-05","date_published":"2026-05","updated_at":"2026-07-24T05:05:09Z","subjects":["Leadership","Women representation"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/11274/17829","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Fredrickson, Rebecca"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Ausburn, Jerry","Trujillo-Jenks, Laura","Tabor, Joshua"]},{"key":"dc:creator","label":"Author","values":["Doring, Kari"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-05-11T17:18:40Z"]},{"key":"dc:date.issued","label":"Date","values":["2026-05"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Leadership, and Organization"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Texas Woman's University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Leadership","Women representation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/11274/17829"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The quantitative study examined women in leadership positions in academic and non-academic roles across 36 public institutions in Texas. Despite women attaining higher levels of educational credentials than men (National Center for Education Statistics, 2023), they remain underrepresented in senior leadership roles. Using secondary data from publicly available sources, the study analyzed proportional measures of women's representation in faculty and leadership positions. Descriptive statistics were used to describe leadership representation; multiple regression analyses examined whether faculty gender composition predicted leadership outcomes; and a one-way analysis of variance assessed differences across university systems. Faculty data were available for 34 institutions. Results showed that approximately 39% of senior academic and non-academic leadership positions were held by women, falling short of parity. The regression analysis demonstrated that neither the proportion nor the total number of women faculty significantly predicted women’s leadership representation. Additionally, no statistically significant differences were found across multi-institutional systems. The findings suggest that women's advancement into senior leadership roles is influenced less by faculty pipeline representation and more by institutional-level factors. The study highlights the need to focus on equity- focused leadership practices and structural reforms to promote more inclusive advancement pathways within higher education."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Women in Senior Leadership Roles: A Quantitative Analysis of Representation Across Texas Public Universities"]}]}],"canonical_facts":{"dc:contributor.advisor":["Fredrickson, Rebecca"],"dc:contributor.committeemember":["Ausburn, Jerry","Trujillo-Jenks, Laura","Tabor, Joshua"],"dc:creator":["Doring, Kari"],"dc:date.accessioned":["2026-05-11T17:18:40Z"],"dc:date.issued":["2026-05"],"dc:description.abstract":["The quantitative study examined women in leadership positions in academic and non-academic roles across 36 public institutions in Texas. Despite women attaining higher levels of educational credentials than men (National Center for Education Statistics, 2023), they remain underrepresented in senior leadership roles. Using secondary data from publicly available sources, the study analyzed proportional measures of women's representation in faculty and leadership positions. Descriptive statistics were used to describe leadership representation; multiple regression analyses examined whether faculty gender composition predicted leadership outcomes; and a one-way analysis of variance assessed differences across university systems. Faculty data were available for 34 institutions. Results showed that approximately 39% of senior academic and non-academic leadership positions were held by women, falling short of parity. The regression analysis demonstrated that neither the proportion nor the total number of women faculty significantly predicted women’s leadership representation. Additionally, no statistically significant differences were found across multi-institutional systems. The findings suggest that women's advancement into senior leadership roles is influenced less by faculty pipeline representation and more by institutional-level factors. The study highlights the need to focus on equity- focused leadership practices and structural reforms to promote more inclusive advancement pathways within higher education."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/11274/17829"],"dc:language.iso":["English"],"dc:subject":["Leadership","Women representation"],"dc:title":["Women in Senior Leadership Roles: A Quantitative Analysis of Representation Across Texas Public Universities"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Education, Leadership, and Organization"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:09Z"}