Breaking through the glass ceiling: Experiences of academic women who have advanced to leadership roles in tertiary education in New Zealand

Airini, Collings, S., Conner, L., McPherson, K., Midson, B., & Wilson, C. (2011). Learning to be leaders in Higher Education: What helps or hinders women's advancement as leaders in universities. Educational Management Administration and Leadership, 39(1), 44–62. doi:10.1177/1741143210383896 Airini CollingsS. ConnerL. McPhersonK. MidsonB. WilsonC. 2011 Learning to be leaders in Higher Education: What helps or hinders women's advancement as leaders in universities Educational Management Administration and Leadership 39 1 44 62 10.1177/1741143210383896 Open DOISearch in Google Scholar

Arnsperger Selzer, R., & Robles, R. (2019). Every woman has a story to tell: Experiential reflections on leadership in Higher Education. Journal of Women and Gender in Higher Education, 12(1), 106–124. doi:10.1080/19407882.2018.1534246 Arnsperger SelzerR. RoblesR. 2019 Every woman has a story to tell: Experiential reflections on leadership in Higher Education Journal of Women and Gender in Higher Education 12 1 106 124 10.1080/19407882.2018.1534246 Open DOISearch in Google Scholar

Bendels, M., Müller, R., Brueggmann, D., & Groneberg, D. (2018). Gender disparities in high-quality research revealed by Nature Index journals. PLoS ONE, 13(1), 1–21. https://doi.org/10.1371/journal.pone.0189136 BendelsM. MüllerR. BrueggmannD. GronebergD. 2018 Gender disparities in high-quality research revealed by Nature Index journals PLoS ONE 13 1 1 21 https://doi.org/10.1371/journal.pone.0189136 Search in Google Scholar

Benschop, Y., & Brouns, M. (2003). Crumbling ivory towers: Academic organizing and its gender effects. Gender, Work and Organization, 10(2), 194–212. BenschopY. BrounsM. 2003 Crumbling ivory towers: Academic organizing and its gender effects Gender, Work and Organization 10 2 194 212 Search in Google Scholar

Blackmore, J. (1989). Educational leadership: a feminist critique and reconstruction. In J. Smyth (Ed.), Critical Perspectives on Educational Leadership (pp. 63–87). The Falmer Press. BlackmoreJ. 1989 Educational leadership: a feminist critique and reconstruction In SmythJ. (Ed.) Critical Perspectives on Educational Leadership 63 87 The Falmer Press Search in Google Scholar

Blackmore, J. (2010a). Disrupting notions of leadership from feminist post-colonial positions. International Journal of Leadership in Education: theory and practice, 13(1), 1–6. http://hdl.handle.net/10536/DRO/DU:30031436 BlackmoreJ. 2010a Disrupting notions of leadership from feminist post-colonial positions International Journal of Leadership in Education: theory and practice 13 1 1 6 http://hdl.handle.net/10536/DRO/DU:30031436 Search in Google Scholar

Blackmore, J. (2010b). ‘The Other Within’: Race/gender disruptions to the professional learning of white educational leaders. International Journal of Leadership in Education, 13(1), 45–61. doi:10.1080/13603120903242931 BlackmoreJ. 2010b ‘The Other Within’: Race/gender disruptions to the professional learning of white educational leaders International Journal of Leadership in Education 13 1 45 61 10.1080/13603120903242931 Open DOISearch in Google Scholar

Blackmore, J. (2013). A feminist critical perspective on educational leadership. International Journal of Leadership in Education, 16(2), 139–154. doi:10.1080/13603124.2012.754057 BlackmoreJ. 2013 A feminist critical perspective on educational leadership International Journal of Leadership in Education 16 2 139 154 10.1080/13603124.2012.754057 Open DOISearch in Google Scholar

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101 BraunV. ClarkeV. 2006 Using thematic analysis in psychology Qualitative Research in Psychology 3 2 77 101 Search in Google Scholar

Brower, A., & James, A. (2020). Research performance and age explain less than half of the gender pay gap in New Zealand universities. PLoS ONE, 15(1), 1–13. https://doi.org/10.1371/journal.pone.0226392 BrowerA. JamesA. 2020 Research performance and age explain less than half of the gender pay gap in New Zealand universities PLoS ONE 15 1 1 13 https://doi.org/10.1371/journal.pone.0226392 Search in Google Scholar

Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework. The Qualitative Report, 21(5), 811–831. https://doi.org/10.46743/2160-3715/2016.2337 Castillo-MontoyaM. 2016 Preparing for interview research: The interview protocol refinement framework The Qualitative Report 21 5 811 831 https://doi.org/10.46743/2160-3715/2016.2337 Search in Google Scholar

Ceci, S., & Williams, W. (2015). Women have substantial advantage in STEM faculty hiring, except when competing against more-accomplished men. Frontiers in Psychology, 6, 1–10. CeciS. WilliamsW. 2015 Women have substantial advantage in STEM faculty hiring, except when competing against more-accomplished men Frontiers in Psychology 6 1 10 Search in Google Scholar

Currie, J., & Thiele, B. (2001). Globalization and gendered work cultures in universities. In A. Brooks & A. Mackinnon (Eds.), Gender and the Restructured University (pp. 90–115). Open University Press. CurrieJ. ThieleB. 2001 Globalization and gendered work cultures in universities In BrooksA. MackinnonA. (Eds.), Gender and the Restructured University 90 115 Open University Press Search in Google Scholar

Dubois-Shaik, F., & Fusulier, B. (2017). Understanding gender inequality and the role of the work/family interface in contemporary academia: An introduction. European Educational Research Journal, 16(2–3), 99–105. https://doi.org/10.1177/1474904117701143 Dubois-ShaikF. FusulierB. 2017 Understanding gender inequality and the role of the work/family interface in contemporary academia: An introduction European Educational Research Journal 16 2–3 99 105 https://doi.org/10.1177/1474904117701143 Search in Google Scholar

Eagly, A., & Karau, S. (2002). Role congruity theory of prejudice toward female leaders. Psychological Review, 109(3), 573–598. doi:10.1037//0033-295X.109.3.573 EaglyA. KarauS. 2002 Role congruity theory of prejudice toward female leaders Psychological Review 109 3 573 598 10.1037//0033-295X.109.3.573 Open DOISearch in Google Scholar

Education Counts. (2020). Tertiary Research. New Zealand Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/statistics/research Education Counts 2020 Tertiary Research New Zealand Ministry of Education Retrieved from https://www.educationcounts.govt.nz/statistics/research Search in Google Scholar

Fernando, D., & Prasad, A. (2018). Sex-based harassment and organizational silencing: How women are led to reluctant acquiescence in academia Human Relations, 72(10), 1565–1594. https://doi.org/10.1177/0018726718809164 FernandoD. PrasadA. 2018 Sex-based harassment and organizational silencing: How women are led to reluctant acquiescence in academia Human Relations 72 10 1565 1594 https://doi.org/10.1177/0018726718809164 Search in Google Scholar

Forster, N. (2001). A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a UK university. Career Development International, 6(1), 28–38. ForsterN. 2001 A case study of women academics’ views on equal opportunities, career prospects and work-family conflicts in a UK university Career Development International 6 1 28 38 Search in Google Scholar

Harris, C. A., & Leberman, S. I. (2012). Leadership development for women in New Zealand universities: Learning from the New Zealand Women in Leadership Program. Advances in Developing Human Resources, 14(1), 28–44. doi:10.1177/1523422311428747 HarrisC. A. LebermanS. I. 2012 Leadership development for women in New Zealand universities: Learning from the New Zealand Women in Leadership Program Advances in Developing Human Resources 14 1 28 44 10.1177/1523422311428747 Open DOISearch in Google Scholar

Heijstra, T., Einarsdóttir, Þ., Pétursdóttir, G. M., & Steinþórsdóttir, F. S. (2017). Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top? European Educational Research Journal, 16(2–3), 200–214. https://doi.org/10.1177/1474904116668884 HeijstraT. EinarsdóttirÞ. PétursdóttirG. M. SteinþórsdóttirF. S. 2017 Testing the concept of academic housework in a European setting: Part of academic career-making or gendered barrier to the top? European Educational Research Journal 16 2–3 200 214 https://doi.org/10.1177/1474904116668884 Search in Google Scholar

Howe-Walsh, L., & Turnbull, S. (2016). Barriers to women leaders in academia: Tales from science and technology. Studies in Higher Education, 41(3), 415–428. http://dx.doi.org/10.1080/03075079.2014.929102 Howe-WalshL. TurnbullS. 2016 Barriers to women leaders in academia: Tales from science and technology Studies in Higher Education 41 3 415 428 http://dx.doi.org/10.1080/03075079.2014.929102 Search in Google Scholar

Human Rights Commission. (2012). New Zealand Census of Women's Participation. Retrieved from https://www.hrc.co.nz/resources/business/census-womens-participation/ Human Rights Commission 2012 New Zealand Census of Women's Participation Retrieved from https://www.hrc.co.nz/resources/business/census-womens-participation/ Search in Google Scholar

Jauhar, J., & Lau, V. (2018). The ‘glass ceiling’ and women's career advancement to top management: The moderating effect of social support. Global Business and Management Research: An International Journal, 10(1), 163–178. JauharJ. LauV. 2018 The ‘glass ceiling’ and women's career advancement to top management: The moderating effect of social support Global Business and Management Research: An International Journal 10 1 163 178 Search in Google Scholar

Jimenez, M., Laverty, T., Bombaci, S., Wilkins, K., Bennett, D., & Pejchar, L. (2019). Underrepresented faculty play a disproportionate role in advancing diversity and inclusion. Nature, Ecology & Evolution, 3, 1030–1033. https://doi.org/10.1038/s41559-019-0911-5 JimenezM. LavertyT. BombaciS. WilkinsK. BennettD. PejcharL. 2019 Underrepresented faculty play a disproportionate role in advancing diversity and inclusion Nature, Ecology & Evolution 3 1030 1033 https://doi.org/10.1038/s41559-019-0911-5 Search in Google Scholar

Jonsen, K., Maznevski, M., & Schneider, S. (2010). Gender differences in leadership—believing is seeing: Implications for managing diversity. Equality, Diversity and Inclusion: An International Journal, 29(6), 549–572. doi:10.1108/02610151011067504 JonsenK. MaznevskiM. SchneiderS. 2010 Gender differences in leadership—believing is seeing: Implications for managing diversity Equality, Diversity and Inclusion: An International Journal 29 6 549 572 10.1108/02610151011067504 Open DOISearch in Google Scholar

Kloot, L. (2004). Women and leadership in universities: A case study of women academic managers. The International Journal of Public Sector Management, 17(6), 470–485. doi:10.1108/09513550410554760 KlootL. 2004 Women and leadership in universities: A case study of women academic managers The International Journal of Public Sector Management 17 6 470 485 10.1108/09513550410554760 Open DOISearch in Google Scholar

Lewis, J. (2018). From modern sexism to gender microaggressions: Understanding contemporary forms of sexism and their influence on women. In C. Travis, J. White, A. Rutherford, W. Williams, S. Cook, & K. Wyche (Eds.), APA handbook of the psychology of women: History, theory, and battlegrounds (Vol. 1, pp. 381–397): American Psychological Association. LewisJ. 2018 From modern sexism to gender microaggressions: Understanding contemporary forms of sexism and their influence on women In TravisC. WhiteJ. RutherfordA. WilliamsW. CookS. WycheK. (Eds.), APA handbook of the psychology of women: History, theory, and battlegrounds 1 381 397 American Psychological Association Search in Google Scholar

Massey University. (2017). Code of Ethical Conduct for Research, Teaching and Evaluations Involving Human Participants. Massey University. Massey University 2017 Code of Ethical Conduct for Research, Teaching and Evaluations Involving Human Participants Massey University Search in Google Scholar

McAllister, T., Kidman, J., Rowley, O., & Theodore, R. F. (2019). Why isn’t my professor Maori? A snapshot of the academic workforce in New Zealand universities. MAI Journal, 8(2), 235–249. doi:10.20507/MAIJournal.2019.8.2.10 McAllisterT. KidmanJ. RowleyO. TheodoreR. F. 2019 Why isn’t my professor Maori? A snapshot of the academic workforce in New Zealand universities MAI Journal 8 2 235 249 10.20507/MAIJournal.2019.8.2.10 Open DOISearch in Google Scholar

Ministry of Women's Affairs. (2013). Realising the Opportunity: Addressing New Zealand's leadership pipeline by attracting and retaining talented women. Ministry of Women's Affairs. Ministry of Women's Affairs 2013 Realising the Opportunity: Addressing New Zealand's leadership pipeline by attracting and retaining talented women Ministry of Women's Affairs Search in Google Scholar

Roberts, C. (2017). Advancing women leaders in academe: Creating a culture of inclusion. In S. Mukerji & P. Tripathi (Eds.), Handbook of research on administration, policy, and leadership in higher education (pp. 256–273). IGI Global. RobertsC. 2017 Advancing women leaders in academe: Creating a culture of inclusion In MukerjiS. TripathiP. (Eds.), Handbook of research on administration, policy, and leadership in higher education 256 273 IGI Global Search in Google Scholar

Robnett, R. (2016). Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept. Psychology of Women Quarterly, 40(1), 65–79. doi:10.1177/0361684315596162 RobnettR. 2016 Gender bias in STEM fields: Variation in prevalence and links to STEM self-concept Psychology of Women Quarterly 40 1 65 79 10.1177/0361684315596162 Open DOISearch in Google Scholar

Schensul, J. J., & LeCompte, M. D. (2013). Essential ethnographic methods: A mixed methods approach (2nd ed.): Rowman & Littlefield. SchensulJ. J. LeCompteM. D. 2013 Essential ethnographic methods: A mixed methods approach 2nd ed. Rowman & Littlefield Search in Google Scholar

Universities New Zealand. (2020). New Zealand Universities Women in Leadership Programme (NZUWiL). Retrieved from https://www.universitiesnz.ac.nz/about-universities-new-zealand/expert-and-working-groups/new-zealand-universities-women-leadership Universities New Zealand 2020 New Zealand Universities Women in Leadership Programme (NZUWiL) Retrieved from https://www.universitiesnz.ac.nz/about-universities-new-zealand/expert-and-working-groups/new-zealand-universities-women-leadership Search in Google Scholar

Veer, E., Zahrai, K., & Stevens, S. (2021). I stood by: The role of allies in developing an inclusive and supportive academic environment post #MeToo. Journal of Marketing Management, 37(1–2), 162–179. doi:10.1080/0267257X.2020.177234 VeerE. ZahraiK. StevensS. 2021 I stood by: The role of allies in developing an inclusive and supportive academic environment post #MeToo Journal of Marketing Management 37 1–2 162 179 10.1080/0267257X.2020.177234 Open DOISearch in Google Scholar

Walker, L., Sin, I., Macinnis-Ng, C., Hannah, K., & McAllister, T. (2020). Where to from here? Women remain absent from senior academic positions at Aotearoa New Zealand's universities. Education Sciences, 10, 1–20. doi:10.3390/educsci10060152 WalkerL. SinI. Macinnis-NgC. HannahK. McAllisterT. 2020 Where to from here? Women remain absent from senior academic positions at Aotearoa New Zealand's universities Education Sciences 10 1 20 10.3390/educsci10060152 Open DOISearch in Google Scholar

Yang, Y., & Carroll, D. (2016). Understanding female STEM faculty experiences of subtle gender bias from microaggressions perspective. Paper presented at the ASEE Annual Conference & Exposition, New Orleans, LA. YangY. CarrollD. 2016 Understanding female STEM faculty experiences of subtle gender bias from microaggressions perspective Paper presented at the ASEE Annual Conference & Exposition New Orleans, LA Search in Google Scholar