The Need to Practice What We Teach: Revisiting the Sticky Floor Effect in Five Southern U.S. States’ Public Universities

Authors

  • Cooper Johnson The University of Tennessee at Martin
  • Jamye Long The University of Tennessee at Martin
  • Sam Faught The University of Tennessee at Martin

DOI:

https://doi.org/10.33423/jhetp.v24i5.6999

Keywords:

higher education, sticky floor effect, diversity, gender

Abstract

Administrative appointments throughout higher education are sought after, highly coveted positions that exhibit power and authority for many as they become leaders. Historically, males have held a majority of these positions. Johnson, Long, and Faught (2014) found “a clear discrepancy exists” (p. 29). This study revisits the research of Johnson, Long, and Faught in examining the gender composition of public university administrators, following the chain of command from the colleges of business upwards, in five southern U.S. states. As in the original research, this study investigates the presence and prevalence of the sticky floor effect and the perceived fair employment practices of universities in applying diversity concepts within their institutions 11 years after the initial study.

References

Arnett, A.A. (2021, February 24). Report examines gender pay disparities among top earners in Higher Ed. Diverse Issues in Higher Education. Retrieved June 17, 2022, from https://www.diverseeducation.com/demographics/women/article/15108686/report-examines-gender-pay-disparities-among-top-earners-in-higher-ed

Flaherty, C. (2022, March 31). 28 percent of academic women say they've been passed over. Retrieved July 12, 2022, from https://www.insidehighered.com/news/2022/03/31/28-percent-academic-women-say-theyve-been-passed-over

Johnson, C., Long, J., & Faught, S. (2014). The need to practice what we teach: The sticky floor effect in colleges of business in southern U.S. universities. Journal of Academic Administration in Higher Education, 10(1), 27–33.

Nobel, B.P. (1992, November 22). At work; And now the ‘Sticky floor’. The New York Times. Retrieved from https://www.nytimes.com/1992/11/22/business/at-work-and-now-the-sticky-floor.html

Seltzer, R. (2017, February 15). Gender pay gap persists for higher education administrators. Inside Higher Ed. Retrieved June 17, 2022, from https://www.insidehighered.com/news/2017/02/15/gender-pay-gap-persists-higher-education-administrators

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Published

2024-05-31

How to Cite

Johnson, C., Long, J., & Faught, S. (2024). The Need to Practice What We Teach: Revisiting the Sticky Floor Effect in Five Southern U.S. States’ Public Universities. Journal of Higher Education Theory and Practice, 24(5). https://doi.org/10.33423/jhetp.v24i5.6999

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Articles