The current status of women and blacks in Tennessee higher education administration
The major purpose of this study was to determine the current status of women and blacks in Tennessee higher education administration. The basic concern was the under-representation of women and blacks in top administrative positions.^ Surveyed were the chief executive officers and identified women and black administrators. The Status of Women--Form I (STOW-I Form) was sent to chief executive officers, and STOW-II Form was mailed to administrators identified on STOW-I Form. Frequency of responses were tabulated and findings were discussed. The Chi Square (X$\sp2$) test and the one-way analysis of variance were utilized to determine any significant differences among black women, other women, and black men.^ Conclusions were made from the data provided: (1) there were few women and blacks in Tennessee higher education administration, and very few held top level positions; (2) there were no black women chief executive officers of vice presidents; (3) few institutions made new appointments of minorities to administrative positions as a result of their affirmative action program; (4) the greatest percentage of women and blacks in top level positions were associates/assistants (to) presidents/vice presidents; the majority in middle management were directors/chiefs/managers; (5) most minorities were in middle management position; entry level ranked second; (6) black women, especially, remained in sexually and racially stereotyped positions; (7) the majority of administrators: (a) were directly responsible to a dean; (b) were in managing or supervisory positions; (c) graduated from public segregated high schools; (d) had obtained a masters degree; (e) majored in the field of education; (f) were not enrolled in graduate programs; (g) were previously employed as teachers; (8) most women believed their changes of promotion were poor; most black men believed theirs were good; (9) black women and men were better represented in two-year public and four-year private schools, but the majority were employed in predominantly black schools; (10) there was no association between length of program of institutional offering and control of schools concerning other women; (11) there were no significant differences among black women, black men, and other women concerning age, salary, educational or professional background, level of responsibility, titles of positions, or attitudes toward chances of promotion. ^
Phyllis Patricia Hickerson,
"The current status of women and blacks in Tennessee higher education administration"
ETD Collection for Tennessee State University.