Abstract
The purpose of this paper is to provide an overview of the literature on the push and pull factors that influence women’s choices to either opt in or opt out of career advancement in student affairs (Coetzee & Moosa, 2020; Harman & Sealy, 2017). Women, specifically Black women, are underrepresented in Senior Student Affairs Officer (SSAO) positions in higher education (American Council of Education, 2024). As the demographics of the United States (US) change, student affairs is at a critical point to foster an inclusive learning environment that reflects the increasing racial and ethnic diversity in the US (Lopez, 2006). Hiring managers and key decision makers in colleges and universities have the opportunity to identify, develop, and advance women to fill SSAO positions historically occupied by White men (Shults, 2001). A literature review was conducted to identify factors influencing career advancement for mid-level women in student affairs. The findings reveal factors influencing career advancement, including barriers such as the glass ceiling phenomenon (Abbas et al., 2021), institutional factors (Gardner et al., 2014), support and engagement (Garza, 2019), work and life balance (Redmond et al., 2017), and gender and racial discrimination (Abbas et al., 2021). The results can provide strategies for institutions and women contemplating career advancement to work together in the decision-making process. These strategies can provide ways for colleges and universities to invest in women, retain talent, and increase gender and racial diversity in senior administrator positions in student affairs.
First Page
65
Last Page
79
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Thompson, J. N. (2025). Beyond the glass ceiling: career advancement strategies for mid-level women in student affairs. Journal of Higher Education and Student Affairs, 41(1), 65-79. https://doi.org/10.20429/jhesa.2025.410105
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