ADVANCEMENT EXPERIENCES OF WOMEN IN ACADEMIC SENIOR LEADERSHIP POSITIONS IN STEM DISCIPLINES: A DELPHI ANALYSIS

Abstract

This article explores structural support systems that lead to women's advancement and hindrance factors that either catalyze or delay women's career acceleration in higher education, specifically within STEM-related and workforce education disciplines. Through a consensus-building approach, a four-round Delphi analysis explored the experiences and perceptions of 17 panelists who currently or formerly served in a senior-ranked position within a higher education setting at five institutions in the Southeast United States. The panel included women who met the eligibility criteria as subject matter experts and held positions as deans in a STEM discipline, principal investigators over federally funded STEM and workforce education programs, and assistant vice presidents. A consensus was reached on nine factors supporting advancement and three factors inhibiting advancement for a total of 12 factors that were considered relevant to the research questions based on the mean score of 3.50. The panelists identified the following factors as relevant for supporting advancement: support systems, personal attributes, willingness to advance, leadership skills, curiosity about new family obligations and lack of compensation were the leading hindrances experiences, role models, opportunities for leadership roles, experiences in undergraduate and graduate studies, and awareness of institutional environments; and those for inhibiting advancement: conflicting family obligations, lack of compensation, and personal concerns. Support systems and personal attributes were the top-rated factors contributing to advancement, while conflicting family obligations and lack of compensation were the leading hindrances.