The Need to Practice What We Teach: Revisiting the Sticky Floor Effect in Five Southern U.S. States’ Public Universities
DOI:
https://doi.org/10.33423/jhetp.v24i5.6999Keywords:
higher education, sticky floor effect, diversity, genderAbstract
Administrative appointments throughout higher education are sought after, highly coveted positions that exhibit power and authority for many as they become leaders. Historically, males have held a majority of these positions. Johnson, Long, and Faught (2014) found “a clear discrepancy exists” (p. 29). This study revisits the research of Johnson, Long, and Faught in examining the gender composition of public university administrators, following the chain of command from the colleges of business upwards, in five southern U.S. states. As in the original research, this study investigates the presence and prevalence of the sticky floor effect and the perceived fair employment practices of universities in applying diversity concepts within their institutions 11 years after the initial study.
References
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