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dc.contributor.authorZuckerman, Barbaraen_US
dc.date.accessioned2017-08-02T14:52:06Z
dc.date.available2017-08-02T14:52:06Z
dc.date.issued2017
dc.identifier.urihttps://hdl.handle.net/2144/23294
dc.description.abstractFor over 140 years, women faculty in the United States has struggled to reach the pinnacle of the academic tenure ladder -- the rank of tenured full professor. In 2011, women represented only 29% of tenured professors (U.S. Department of Education, 2012). This mixed-methods study sought to identify individual or groups of discrete factors, and holistically examine any inter-relatedness, which may influence the successful promotion of women faculty to professor. Through interviews with senior administrative leaders at eight private, U.S. non-profit Research I (very high research) Universities, 27, often inter-connected, themes emerged. Specific institutional policies, programs, mechanisms, and best practices were identified as potential pathways for organizational change for those institutions seeking to address this long-standing issue in academia.en_US
dc.language.isoen_US
dc.subjectHigher educationen_US
dc.subjectAcademiaen_US
dc.subjectDiscriminationen_US
dc.subjectFacultyen_US
dc.subjectPromotionen_US
dc.subjectWomenen_US
dc.subjectOrganizational changeen_US
dc.titleThe advancement of women faculty at very high research universities in the United Statesen_US
dc.typeThesis/Dissertationen_US
dc.date.updated2017-06-06T01:14:06Z
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US


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