This is an excerpt of my research paper during my dissertation at the University of Southern California (USC)

Studies have suggested several reasons why more women are not in college administration or more specifically in higher education administration and refer to these reasons as barriers (Matranga, 1990). These barriers have been recognized by many researchers, and include the following:

1. Personal and social roles (Helson 1972, Niedermayer and Kramer 1974, Pierce 1984 and Adkin, 1986).
2. Personal and family constraints (Krchniak, 1978, Trask 1976, Pierce 1984)
3. Discriminatory patterns of training, hiring and promotion (Blanchard 1976, Carnegie Commission 1983, Pierce 1984 and Poling, 1991).
   Personal and Social Roles Barriers: Many researchers have concluded that women are limited by the expectations society places on them, the guidance of their parents, and their own expectations of themselves (Whitaker and Lane, 1990). This social conditioning begins in childhood and continues throughout men’s and women’s careers and is referred to as social stereotyping (Jones, 1989). Actually, Adkison (1986) believes that it begins in infancy because the family nucleus is a primary socializing agent teaching the appropriate behaviors for one’s sex. Schools are another primary and powerful agent using student -teacher interactions, textbook content, counseling and the placement of students into courses and school activities “appropriate” to their sex.