Abstract
Researchers agree that addressing the issue of inequality and women in leadership roles is detrimental to the professional development of organizations and affects young girls' perceptions of their potential. The presence of positive role models is critical across all fields. At institutions of higher education, women in leadership roles serve as role models for future generations of female academic leaders. However, they have been unable to advance beyond a particular level due to the glass ceiling. This chapter entails modes of eliminating the glass ceiling with mentoring and job satisfaction.
TopIntroduction
Every great dream begins with a dreamer. Always remember, you have within you the strength, the patience, and the passion to reach for the stars to change the world. - Harriet Tubman
The iconic “invisible” barrier still exists, preventing women from reaching positions of leadership and strategically advantageous positions in corporate America and major organizations around the globe. Unfortunately, in higher education, this tune of inequality resounds just as loud. In higher education, women continue to hold a fraction of leadership roles compared to men and earn lower salaries than their male colleagues (Fan & Sturman, 2019). A study conducted by Bateman and Ross (2021) concluded that the gender gap worsened because of COVID-19. As a result of the pandemic, a greater number of women than men gave up time at work to care for family members and manage their households. However, the way forward and upward on the ladder of leadership and equity for women is no longer the desire to “break the glass ceiling” or “reimagine it;” to do so would leave women pursuing leadership roles passively in error and in delusion. Instead, this glass ceiling must be completely eradicated and eliminated with efficacy, exuberance, and excellence if the aim is to move our nation forward and women of color upward as global competitors.
In a time characterized by a change in higher education, it is time to examine and eradicate the privileges that have been perpetrated by certain structures, policies, and leadership assumptions that have long been characteristics in the field of higher education. Bornstein (2008) mentioned the urgency of confronting this issue more than a decade ago. Bornstein affirmed:
As we move through this rapidly changing, diverse, global, market‐driven, high technology era, traditional hierarchical, bureaucratic, and segmented organizations are increasingly obsolete. Those using old management models are under pressure to become more flexible, nimble, responsive, and innovative. The global competition for new ideas, new products, new markets, new technologies, and new capital requires new types of organizations characterized by a high level of trust and reciprocity within the workforce: collaborative, team‐centered, with permeable boundaries. (p. 162)
Researchers agree that addressing the issue of inequality and women in leadership roles is detrimental to the professional development of organizations and affects young girls' perceptions of their potential (Tabassum & Nayak, 2021). The presence of positive role models is critical across all fields. At institutions of higher education, women in leadership roles serve as role models for future generations of female academic leaders. However, they have been unable to advance beyond a particular level, due to the glass ceiling.
TopEliminating The Glass Ceiling With Mentoring
No matter what accomplishments you make, somebody helped you. - Althea Gibson
Career related relationships and support have long been suggested by researchers as the way forward to progress women professionally (Babic & Hansez, 2021; Cosentino et al., 2021; Kram, 1985; Kram & Hall, 1989; Tabassum & Nayak, 2021). According to Kram (1985), there are two broad forms of mentorship. The first type of assistance is career related and consists of functions such as endorsements, exposure, coaching, protection, and encouragement. Kram (1985) defined the second type of assistance as psychosocial support, which includes assisting mentees in the development of their skills, identities, and professional roles. Montgomery (2017) agreed that concerns regarding income growth and the quality of one's career are addressed in mentoring relationships. A study conducted by Harris (2022) reported mentoring relationships provide mentees with the emotional support that could improve their career and job satisfaction.
Key Terms in this Chapter
Bureaucratic: Means involving complicated rules and procedures which can cause long delays.
COVID-19: A coronavirus identified in 2019, SARS-CoV-2, has caused a pandemic of respiratory illness.
Exuberance: The emotion of great happiness. enthusiasm - a feeling of excitement.
Diversity: The presence of differences within a given setting. In the workplace, that can mean differences in race, ethnicity, gender, gender identity, sexual orientation, age and socioeconomic class.
Inclusion: The practice of ensuring that people feel a sense of belonging in the workplace. This means that every employee feels comfortable and supported by the organization when it comes to being their authentic selves.
Equity: The act of ensuring that processes and programs are impartial, fair and provide equal possible outcomes for every individual.
Invisible: Unable to be seen; not visible to the eye.
Allyship: The status or role of a person who advocates and actively works for the inclusion of a marginalized or politicized group in all areas of society, not as a member of that group but in solidarity with its struggle and point of view.