Examining Women Leaders' Role in Broadening Participation in STEM at HBCUs

Introduction

In the United States, women outnumber men on college campuses in receiving undergraduate and master’s degrees (National Center for Education Statistics, 2023). Although more women receive college degrees, data shows that fewer women ascend through academic ranks to become university leaders with only around 30% of university presidents were women (Gasman, 2023; Schaeffer; 2023). The American Association of University Women (2018) reported that the percentage of women holding tenure-track positions in four-year institutions increased from 40.5% in 2007 to 44.6% in 2017. However, despite this progress, women in science, technology, engineering, and mathematics (STEM) account for only 28% of tenure-track positions and 18% of full professors (American Association of University Women, 2018).

According to Mey (2022), systematic and societal barriers exist that prevent women from rising to the top positions at institutions of higher learning. Zgodic and Small (2021) addressed four challenges women face in higher education. The first challenge was that women were underrepresented, and that bias existed among search committees and governing boards. The second challenge was that women were reluctant to promote their professional accomplishments. The third challenge was that women were loyal to their institutions and lacked geographic mobility because they prioritized their partners’ careers. The fourth challenge was the lack of leadership experience in fundraising and finance.

Kiral and Başara (2019) defined leadership as attaining goals through influence. They further noted that academic leaders are those individuals who possess a vision and can implement desired change through power. Barnard et al. (2022) clarified that higher education leaders are not limited to individuals in senior management positions. Higher education leadership is reflected in various roles within the institution, such as department chairs and deans. Women in leadership roles contribute to the advancement of higher education as institutions. Novotney (2023) found that when women lead, everyone benefits. Therefore, women are needed in senior-level higher education and academic leadership positions.

Based on the research conducted by Novotney (2023), productivity is increased, collaboration is enhanced, organizational dedication is inspired, and fairness is improved when women lead. Empirical data shows women’s leadership styles were related to their transformational leadership style. According to Cherry (2023), transformational leaders are energetic, involved in the process, and help others on the team succeed. More importantly, transformational leaders envision the group’s goals.