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In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System

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Title: In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System
Language: English
Authors: Andrea McGill-O'Rourke (ORCID 0000-0002-9947-530X), Elizabeth Allan
Source: Community College Review. 2025 53(1):3-27.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 25
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Work Life Expectancy, Middle Management, Women Administrators, Community Colleges, Rural Areas, Administrator Attitudes, Work Environment, Experience, Social Networks, Family Influence, Individual Development, Sex, Employed Women, Faculty Mobility
DOI: 10.1177/00915521241280030
ISSN: 0091-5521
1940-2325
Abstract: Objective/Research Question: Research indicates that work-life integration is linked with career satisfaction for women administrators in higher education. This study focused on midlevel women leaders who are an essential component of higher education organizations and asked the question: how do mid-level women leaders in rural community colleges experience work-life integration? Method: Seeking to understand if the gendered ideal worker norm was prevalent in the work-life integration experiences of mid-level women leaders, we employed a qualitative design that drew upon phenomenological methods, to explore the work-life integration experiences of 12 mid-level women leaders in a rural community college system in the Northeastern United States. Results: Data gathered from both individual and focus group interviews with 12 participants yielded new knowledge about those participants' experiences and had implications for practice. Conclusions: Emergent themes in this study help to fill gaps in previous research by offering a tentative framework for understanding specific characteristics that may increase successful work-life integration for women mid-level leaders in a community college setting. Implications and recommendations are discussed. To understand unique individual experiences and institutional cultures, further research is suggested in the area of community college leadership.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451702
Database: ERIC
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  Value: <anid>AN0181250329;ccr01jan.25;2024Dec04.02:55;v2.2.500</anid> <title id="AN0181250329-1">In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System </title> <p>Objective/Research Question: Research indicates that work-life integration is linked with career satisfaction for women administrators in higher education. This study focused on midlevel women leaders who are an essential component of higher education organizations and asked the question: how do mid-level women leaders in rural community colleges experience work-life integration? Method: Seeking to understand if the gendered ideal worker norm was prevalent in the work-life integration experiences of mid-level women leaders, we employed a qualitative design that drew upon phenomenological methods, to explore the work-life integration experiences of 12 mid-level women leaders in a rural community college system in the Northeastern United States. Results: Data gathered from both individual and focus group interviews with 12 participants yielded new knowledge about those participants' experiences and had implications for practice. Conclusions: Emergent themes in this study help to fill gaps in previous research by offering a tentative framework for understanding specific characteristics that may increase successful work-life integration for women mid-level leaders in a community college setting. Implications and recommendations are discussed. To understand unique individual experiences and institutional cultures, further research is suggested in the area of community college leadership.</p> <p>Keywords: community colleges; gender; ideal worker norm; work-life integration; qualitative research</p> <p>In recent years, women leaders in community colleges have comprised over half of administrative leaders ([<reflink idref="bib26" id="ref1">26</reflink>]). However, there has been limited research on mid-level leaders in community colleges. Previous studies heavily focused on the leadership trajectory of women presidents, vice presidents, and chief academic officers ([<reflink idref="bib16" id="ref2">16</reflink>]). Additionally, the expected continual turnover of community college presidents suggests a need for creating a more substantial leadership pipeline that includes effective leadership training as well as professional development, mentorship, and networking opportunities for mid-level leaders ([<reflink idref="bib70" id="ref3">70</reflink>]). Finally, hidden within community college culture are norms and expectations that prevent individuals identifying as women[<reflink idref="bib4" id="ref4">4</reflink>] from attaining leadership positions if they are unable to carry out demanding work expectations ([<reflink idref="bib44" id="ref5">44</reflink>]; [<reflink idref="bib74" id="ref6">74</reflink>]; [<reflink idref="bib75" id="ref7">75</reflink>]). The ideal worker norm is one such norm that has privileged workers who have fewer responsibilities in the private sphere of their lives, usually men, making it possible for them to accept larger work responsibilities than their women counterparts ([<reflink idref="bib1" id="ref8">1</reflink>]; [<reflink idref="bib5" id="ref9">5</reflink>]; [<reflink idref="bib10" id="ref10">10</reflink>]; [<reflink idref="bib12" id="ref11">12</reflink>]; [<reflink idref="bib24" id="ref12">24</reflink>]; [<reflink idref="bib32" id="ref13">32</reflink>]; [<reflink idref="bib45" id="ref14">45</reflink>]; [<reflink idref="bib58" id="ref15">58</reflink>]; [<reflink idref="bib74" id="ref16">74</reflink>]; [<reflink idref="bib79" id="ref17">79</reflink>]). This ideal worker norm promotes job expectations that give preferential treatment to men who have been more likely to have a partner or spouse able to assume family and personal responsibilities ([<reflink idref="bib1" id="ref18">1</reflink>]; [<reflink idref="bib53" id="ref19">53</reflink>]; [<reflink idref="bib76" id="ref20">76</reflink>]).</p> <p>Unrealistic job expectations, fostered by adherence to the ideal worker norm, limited career mobility, and a high degree of accountability, without corresponding decision-making capacity to initiate policy change may all contribute to less-than-optimal organizational environments ([<reflink idref="bib31" id="ref21">31</reflink>]). Environments that reinforce gendered norms may have negative effects not just for women, but for everyone. Denial of these institutional norms in order to uphold an egalitarian image, may, in fact, have made them even more entrenched and pervasive ([<reflink idref="bib5" id="ref22">5</reflink>]; [<reflink idref="bib15" id="ref23">15</reflink>]; [<reflink idref="bib18" id="ref24">18</reflink>]; [<reflink idref="bib39" id="ref25">39</reflink>]; [<reflink idref="bib44" id="ref26">44</reflink>]; [<reflink idref="bib51" id="ref27">51</reflink>]; Morely, 2013; [<reflink idref="bib52" id="ref28">52</reflink>]; [<reflink idref="bib74" id="ref29">74</reflink>]; [<reflink idref="bib79" id="ref30">79</reflink>]; [<reflink idref="bib80" id="ref31">80</reflink>]).</p> <p>Bringing a gendered lens, a perspective that acknowledges the ways in which gender norms shape human behavior and experiences, to research in community colleges can provide valuable information about women leaders' work-life integration experiences, including their perspectives on how those experiences align with organizational norms ([<reflink idref="bib6" id="ref32">6</reflink>]; [<reflink idref="bib78" id="ref33">78</reflink>]), and may result in new possibilities to make the organizational climate more welcoming for everyone in community college settings ([<reflink idref="bib4" id="ref34">4</reflink>]; [<reflink idref="bib40" id="ref35">40</reflink>]). Identifying gendered norms and points of confluence or tension may also illuminate ways to benefit students and families, including those who want to be more involved in caring for children and elders ([<reflink idref="bib76" id="ref36">76</reflink>]; [<reflink idref="bib77" id="ref37">77</reflink>]). Given this backdrop, we sought to understand work-life integration experiences of 12 mid-level women leaders at CCC, a pseudonym for a rural community college system in the northeastern United States. We explored whether the ideal worker norm was operating in this community college system and how these individuals reconciled tensions between their personal and work lives.</p> <hd id="AN0181250329-2">Literature Review</hd> <p></p> <hd id="AN0181250329-3">Rural Community Colleges</hd> <p>Although the community college as an institutional type had its roots in the early 20th century, developing as an upward extension of secondary schools, many community colleges were founded during the 1950s and early 1960s by states intent on expanding higher education opportunities for a growing post-World War II population of students ([<reflink idref="bib9" id="ref38">9</reflink>]). Rural community colleges comprise 60% of all community colleges ([<reflink idref="bib29" id="ref39">29</reflink>]) and are primarily located in regions experiencing economic decline, high levels of poverty, and constrained college resources.</p> <p>Rural community colleges, such as those in the northeastern United States, face unique challenges. It is often a challenge to attract leaders to these rural colleges ([<reflink idref="bib43" id="ref40">43</reflink>]). Impeded by geographic, social, economic, and cultural isolation, these institutions often have difficulty recruiting and retaining staff, especially those at the mid-level ([<reflink idref="bib5" id="ref41">5</reflink>]; [<reflink idref="bib14" id="ref42">14</reflink>]; [<reflink idref="bib44" id="ref43">44</reflink>]; [<reflink idref="bib51" id="ref44">51</reflink>]). Additionally, leaders in rural community colleges are often promoted from within, and mid-level leaders often come to their positions accidentally, without planning in advance for an extensive leadership career ([<reflink idref="bib12" id="ref45">12</reflink>]). Creating pathways for mid-level leaders early in their tenure and allowing them to experience some demands required of rural leaders can lead to beneficial learning opportunities ([<reflink idref="bib14" id="ref46">14</reflink>]).</p> <hd id="AN0181250329-4">Women Mid-level Leaders in Community Colleges</hd> <p>Today, community colleges are often viewed as responsive and innovative organizations within higher education. However, some have criticized community colleges' mirroring of traditional bureaucratic structures and adherence to outmoded leadership styles ([<reflink idref="bib13" id="ref47">13</reflink>]). The literature on barriers to women in higher education has suggested situational barriers, which include discriminatory hiring practices, job structures which limit people with family responsibilities, and time-in-line requirements to move successfully up the hierarchy ([<reflink idref="bib18" id="ref48">18</reflink>]; [<reflink idref="bib44" id="ref49">44</reflink>]; [<reflink idref="bib51" id="ref50">51</reflink>]; [<reflink idref="bib69" id="ref51">69</reflink>]; [<reflink idref="bib72" id="ref52">72</reflink>]; [<reflink idref="bib79" id="ref53">79</reflink>]). These gendered determinants of who has access to power and the ability to exercise power contribute to a climate of inequity ([<reflink idref="bib4" id="ref54">4</reflink>]; [<reflink idref="bib15" id="ref55">15</reflink>]; [<reflink idref="bib71" id="ref56">71</reflink>]; [<reflink idref="bib72" id="ref57">72</reflink>]).</p> <p>Given their proportionally large numbers, mid-level women leaders at community colleges may affect the tone, manner, and style of the entire institution ([<reflink idref="bib31" id="ref58">31</reflink>]). Mid-level leaders are those who "drive the bus" and take care of day-to-day operations that maintain the functioning of community colleges. Often, those in mid-level positions offer stability to organizations as they stay longer in their colleges compared to top-level leaders ([<reflink idref="bib3" id="ref59">3</reflink>]). Though it varies by institution, the daily work lives of these mid-level leaders are often fraught with frustration, due in part to the lack of recognition they receive for their contributions and the limited opportunity for career growth or advancement in their positions. This lack of career opportunity and professional development has been a persistent source of dissatisfaction among mid-level administrators. Additionally, it may impede their ability to create a sustainable work-life balance. Motherhood, divorce, turbulent diverse family structures, and caring for elders may impede career advancement, exacerbate wage disparity, and inhibit successful work-life integration ([<reflink idref="bib23" id="ref60">23</reflink>]; [<reflink idref="bib48" id="ref61">48</reflink>]; [<reflink idref="bib65" id="ref62">65</reflink>]). While literature is scant about women mid-level leaders in the context of rural community colleges specifically, the additional challenges related to geography and local economies may compound or amplify the challenges documented for mid-level leaders generally.</p> <hd id="AN0181250329-5">Ideal Worker Norm</hd> <p>For more than two decades scholars have documented the ideal worker norm that has structures and processes that create different expectations along gender lines in many settings ([<reflink idref="bib17" id="ref63">17</reflink>]; [<reflink idref="bib40" id="ref64">40</reflink>]; [<reflink idref="bib69" id="ref65">69</reflink>]; [<reflink idref="bib75" id="ref66">75</reflink>]). Most workplaces operating within a gendered ideal worker normative culture are organized as if paid work was the only, or at least the primary, responsibility of the employee. Moreover, many workplaces reward face time in the physical workplace and visible busyness ([<reflink idref="bib38" id="ref67">38</reflink>]; [<reflink idref="bib78" id="ref68">78</reflink>]). To be ideal workers, people must choose, again and again, to prioritize their jobs ahead of other parts of their lives: their role as parents (actual or anticipated), their personal needs, and even their health ([<reflink idref="bib36" id="ref69">36</reflink>]; Reid & Ramarajan, 2016). The ideal worker norm has penalized and marginalized women who cannot sustain this schedule and thereby maintains gender segregation in organizations ([<reflink idref="bib76" id="ref70">76</reflink>]).</p> <p>Women who hold leadership positions with embedded ideal worker expectations are often at a disadvantage related to men because they are expected to dedicate themselves fully to their jobs without regard for personal and family obligations ([<reflink idref="bib5" id="ref71">5</reflink>]; [<reflink idref="bib44" id="ref72">44</reflink>]; [<reflink idref="bib74" id="ref73">74</reflink>]). At various points in their lives, most workers, predominately woman, have responsibility to care for children, elders, and/or ill or disabled partners or other family members ([<reflink idref="bib77" id="ref74">77</reflink>]). This demand for availability can disadvantage women leaders in an organization reflecting an instrumental doctrine where the amount of time spent at work is viewed as a measure of commitment, and loyalty, and is reflective of a positive organizational work ethic ([<reflink idref="bib44" id="ref75">44</reflink>]).</p> <p>At the same time, several scholars have asserted that balancing career and family is no longer restricted solely to women in the workplace ([<reflink idref="bib35" id="ref76">35</reflink>]; [<reflink idref="bib39" id="ref77">39</reflink>]; [<reflink idref="bib57" id="ref78">57</reflink>]; [<reflink idref="bib73" id="ref79">73</reflink>]). A growing number of men who choose to be more involved in child-rearing are confronted with stresses like those historically faced by women. However, men who want more egalitarian work arrangements have historically been sabotaged ([<reflink idref="bib25" id="ref80">25</reflink>]; [<reflink idref="bib34" id="ref81">34</reflink>]).</p> <p>The ideal worker norm has both institutional and societal consequences. The ideal worker norm may have significant negative consequences for institutional performance as well as negative effects on employees, although this has rarely been acknowledged. An assumption that this norm has no negative consequences for the institution can lead to ineffective, costly, or inefficient work practices, such as a self-perpetuating crisis mode of operation, in which working through the night or holding emergency after-hours meetings is the rule rather than the exception ([<reflink idref="bib17" id="ref82">17</reflink>]; [<reflink idref="bib40" id="ref83">40</reflink>]; [<reflink idref="bib44" id="ref84">44</reflink>]; [<reflink idref="bib74" id="ref85">74</reflink>]).</p> <p>In sum, scholars have asserted community colleges continue to promote discriminatory practices, policies, and norms that disadvantage women ([<reflink idref="bib19" id="ref86">19</reflink>]; [<reflink idref="bib27" id="ref87">27</reflink>]; [<reflink idref="bib28" id="ref88">28</reflink>]; [<reflink idref="bib44" id="ref89">44</reflink>]; [<reflink idref="bib51" id="ref90">51</reflink>]; [<reflink idref="bib71" id="ref91">71</reflink>]). Scholars have also documented challenges for community colleges in rural settings often located in regions experiencing economic decline, high levels of poverty, and depleted resources to support postsecondary education but have not studied the extent to which the ideal worker norm is amplified or perhaps muted in rural colleges compared to their suburban or urban counterparts.</p> <p>The ideal worker norm, often overlooked, remains firmly embedded in the social construct of leadership and hidden within the community college organizational culture and may affect the ability of women to access and remain in leadership positions ([<reflink idref="bib5" id="ref92">5</reflink>]). Additionally, families, organizations, and society are negatively affected by the ideal worker norm ([<reflink idref="bib38" id="ref93">38</reflink>]; [<reflink idref="bib64" id="ref94">64</reflink>]). Some scholars have suggested that restructuring the market through changing the ideal worker norm would give all genders in the workplace more time for caregiving, would value that care giving, and would protect care givers, their children, and elders from economic vulnerability ([<reflink idref="bib60" id="ref95">60</reflink>]; [<reflink idref="bib66" id="ref96">66</reflink>]; [<reflink idref="bib76" id="ref97">76</reflink>]).</p> <hd id="AN0181250329-6">Work-Life Integration</hd> <p>Several definitions of work-life integration are present in the literature. Recent scholarship (e.g., [<reflink idref="bib2" id="ref98">2</reflink>]; [<reflink idref="bib42" id="ref99">42</reflink>]; [<reflink idref="bib77" id="ref100">77</reflink>]) has moved away from advocating standardized strategies to achieve balance toward a more personalized approach. [<reflink idref="bib59" id="ref101">59</reflink>] argued for a situational rather than absolute definition in studies of work-life integration. A situational viewpoint repositions work-life integration as an aspiration to achieve satisfying life experiences for all employees, regardless of their roles and obligations outside work, not merely employees balancing traditional nuclear family commitments. The result has been a fundamental culture change in which individual circumstances are considered and workers, especially women, are given choices. Additionally, perceptions of work–life were as variable as individual circumstances and exposed the complexity and fluidity of work–life ([<reflink idref="bib45" id="ref102">45</reflink>]).</p> <p>Work-life integration, also referred to as work-life balance, has been closely linked with the ideal worker norm ([<reflink idref="bib5" id="ref103">5</reflink>]). Gender, too, has appeared to affect perceived work-life integration. Although the rate of women's labor force participation has dramatically increased in the past half-century, the organization of labor in the workplace and family has not changed commensurately ([<reflink idref="bib17" id="ref104">17</reflink>]; [<reflink idref="bib37" id="ref105">37</reflink>]). This gendered construct has manifested within higher education settings, too. Although men and women worry about integrating work and family, in the community college setting, which mirrors the larger societal arena, the challenge has remained disproportionately greater for women ([<reflink idref="bib63" id="ref106">63</reflink>]). Further, social identities are forged through employees' core identities of what it means to be a good worker, a good man, woman, and a good person, furthering ideal worker norm constructs. Any proposal to redefine work becomes a threat to people whose identities have been forged around traditional gendered constructs ([<reflink idref="bib77" id="ref107">77</reflink>]).</p> <p>Scholars have identified work-life integration intervention strategies on interpersonal and intrapersonal levels. Resiliency development is an interpersonal and intrapersonal work-life integration strategy to consider bolstering coping in the workplace. [<reflink idref="bib22" id="ref108">22</reflink>] noted that women who score as "high hardy" used a variety of personal coping strategies to minimize stress related to gender discrimination in higher education settings. Further, the ability to exercise agency—to make choices—around work–life needs, is an important quality in attaining healthy work-life integration ([<reflink idref="bib45" id="ref109">45</reflink>]). Although mid-level leaders may lack status in the college hierarchy to enact policy change, they may, by their sheer numbers, influence decisions that are made within senior management. Individual women can take direct action to interrupt the self-reinforcing negative cycle by developing and exercising personal agency; university leaders committed to individual women's advancement can facilitate this process ([<reflink idref="bib21" id="ref110">21</reflink>]).</p> <p>Several other work-life integration intervention strategies on an institutional level are described in the literature. Primary research on organizational strategies for work-life integration falls into three main categories: initiatives addressing working time and/or working hours, collaborative action research focused on improving workplace equity, and performance levels and initiatives designed to embed work-life balance within organizational cultures ([<reflink idref="bib8" id="ref111">8</reflink>]).</p> <p>To summarize, the literature illuminates that many mixed messages and ambiguities remain regarding work-life integration. Whether it be mid-career faculty, contingent faculty members, PhD students, single-parent undergraduates, master's students, or administrators, work-life is a goal that is not yet fully supported within higher education ([<reflink idref="bib46" id="ref112">46</reflink>]). While there are few studies that focus on work-life integration in community colleges, we would anticipate, given the unique challenges and opportunities of rural settings, that experiences of work-life integration would likely be impacted by that context.</p> <hd id="AN0181250329-7">Conceptual Framing</hd> <p>Gender schemas may be one of the barriers contributing to a potentially unwelcoming climate for women in community colleges. Gender schemas ([<reflink idref="bib73" id="ref113">73</reflink>]) are ongoing, interactive, and integral institutional processes. Often unspoken and even denied, gender schemas function as simplifiers of gender complexities in institutions. They are socially constructed, cultural, descriptive, prescriptive, and normative generalizations about which behaviors are suitable for men and women ([<reflink idref="bib1" id="ref114">1</reflink>]; [<reflink idref="bib7" id="ref115">7</reflink>]; [<reflink idref="bib11" id="ref116">11</reflink>]; [<reflink idref="bib17" id="ref117">17</reflink>]; [<reflink idref="bib49" id="ref118">49</reflink>]; [<reflink idref="bib51" id="ref119">51</reflink>]; [<reflink idref="bib61" id="ref120">61</reflink>]; [<reflink idref="bib73" id="ref121">73</reflink>]). "Gender schemas create multiple, nearly invisible nets of comparative devaluation that catch women as they push forward to achieve positions of leadership and authority and slow them down when compared to similar men" ([<reflink idref="bib61" id="ref122">61</reflink>], p. 659). The ideal worker norm may appear inconsequential and gender-neutral on the surface, but it is likely to have different effects on men and women. As a result, much of what we have come to regard as "normal" and commonplace at work tends to privilege traits that are socially and culturally ascribed to men and to devalue or ignore traits associated with women ([<reflink idref="bib32" id="ref123">32</reflink>]; [<reflink idref="bib44" id="ref124">44</reflink>]; [<reflink idref="bib73" id="ref125">73</reflink>]). Inequities in the distribution of power may preclude the attainment of healthy work-life integration and minimize multiple and shifting identities, including gender, race, ethnicity, age, and sexual identity ([<reflink idref="bib1" id="ref126">1</reflink>]; [<reflink idref="bib12" id="ref127">12</reflink>]; [<reflink idref="bib17" id="ref128">17</reflink>]; [<reflink idref="bib28" id="ref129">28</reflink>]; [<reflink idref="bib44" id="ref130">44</reflink>]).</p> <p>Gender schemas can affect women's status and responsibility as these relate to promotion within an institution ([<reflink idref="bib61" id="ref131">61</reflink>]; [<reflink idref="bib73" id="ref132">73</reflink>]). When gender schemas are involved, women are disadvantaged, regardless of equivalent educational backgrounds and experience in relation to men, and they receive lower returns in status and responsibility. The result is significantly lower salaries and unequal and prolonged placement in nonexempt positions, which ultimately affects their status over time. These conditions have been reported to be perpetuated and additive in nature ([<reflink idref="bib1" id="ref133">1</reflink>]; [<reflink idref="bib6" id="ref134">6</reflink>]; [<reflink idref="bib61" id="ref135">61</reflink>]; [<reflink idref="bib68" id="ref136">68</reflink>]; [<reflink idref="bib73" id="ref137">73</reflink>]).</p> <hd id="AN0181250329-8">Methods</hd> <p>To answer the question, how do mid-level women leaders in a rural community college experience work-life integration, we designed a qualitative study drawing on phenomenological methods. The participants (all identifying as women) and sites in the study were selected because, based on existing theory, they may be experiencing an ideal worker norm that interferes with their ability to integrate their personal and professional lives as leaders ([<reflink idref="bib51" id="ref138">51</reflink>]). Also, by virtue of their direct experiences, the participants in this study were in a credible position to make meaning and speak about their perceptions of their institution's support or inhibition of their roles as leaders ([<reflink idref="bib30" id="ref139">30</reflink>]). All were seasoned professionals, averaging 10 years at the institution, and voiced a well-rounded understanding of the past and present institutional culture. Data collection included one-on-one interviews, a focus group, and document analysis.</p> <hd id="AN0181250329-9">Sample Selection</hd> <p>We applied criterion sampling, setting specific criteria and selecting all cases that meet those criteria ([<reflink idref="bib50" id="ref140">50</reflink>]; [<reflink idref="bib55" id="ref141">55</reflink>]) to identify potential participants. This study was conducted in a rural community college system in the Northeast with 12 locations serving over 10,000 students annually; offering degree and certificate programs, workforce, secondary and continuing education opportunities, and academic and veterans support services with its inherent homogeneity, reduced transferability to other states, but allowed insight into the processes by which experiences occur. As such, the study may help develop tentative explanations for future qualitative studies, thus enriching foundational theory regarding the ideal worker norm and work life integration. A state's rural classification is important. Although the social, economic, and political climate of the state in this study differs from other rural states, there are also important similarities. For example, 55% of all students in rural community college are women, and women earn 63% of associate degrees. Thus, although the participants in this study cannot be seen as representative of many students attending community colleges in the U.S. today, this study has potential to provide insights that may inform research in other rural states. Collaborating with the director of human resources, who conducted an employee data query, we selected 16 mid-level women leaders to participate in the study. The following table summarizes the background of participants.</p> <hd id="AN0181250329-10">Data Collection</hd> <p>We used a modified three-step in-depth phenomenological interview process, focusing on participants' experiences with institutional barriers and supports, and their strategies for maintaining work-life integration to bring together the past and present meaning of their experiences ([<reflink idref="bib67" id="ref142">67</reflink>]). Interview questions were based on the goals of the proposed study, the theoretical frameworks, and research literature.</p> <p>The women in the study (Table 1) were identified as coordinators of academic services and had been employed for at least 4 years within the community college system. Participants were asked to provide feedback, edits, and clarification to the transcript. Of the 12 participants, 7 returned the transcripts with edits, and 5 did not respond. Interviews were conducted between May and September 2011.</p> <p>Table 1. Participant Characteristics.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="left">Race</th><th align="center">Age</th><th align="center">Years of service</th><th align="center">Marital status</th></tr></thead><tbody><tr><td>White12</td><td>30–40240–50850+2</td><td>4–10 years510 years+7</td><td>Married9Divorced2Single1</td></tr></tbody></table> </ephtml> </p> <p>To supplement the interviews, a focus group provided a vehicle for the mid-level women leaders to collectively explore their experiences of leadership, gender schemas, work-life integration, power, and institutional norms, such as the ideal worker norm. The focus group was designed to provide an opportunity for the 12 women to reflect collectively on their past and current experiences, attempting to integrate their work and personal lives as leaders. Finally, unobtrusive data collection via documents including job descriptions, policies, newsletters, training, and education materials, and employee benefits provided a non-reactive narrative about the organization's values and beliefs ([<reflink idref="bib47" id="ref143">47</reflink>]). Informal documents included the following: email correspondence from the director of human resources outlining work-life resources (wellness-hiking, transportation options, preventative medicine tips, managing your email-don't let it manage you (close it down while proofreading any important documents), and clarification on the Flex-Work Guide document as a guide, rather than a policy.</p> <p>We also collected and reviewed family, personal, and educational policies and procedures and assessed whether the college promoted them and whether employees utilized them. We used document analysis to triangulate the interviews and focus group and to provide rich textual representation of the site chosen as a focus of study. Together, these three data sources provided sufficient information to illuminate the work-life experiences of these mid-level women administrators.</p> <hd id="AN0181250329-11">Analysis</hd> <p>In phase one of data analysis, transcripts were read in their entirety and utilizing an inductive approach, coded for emergent themes. The second researcher served as a "peer de-briefer" to enhance trustworthiness of the analysis. In phase two, a deductive coding process based on the theoretical framing, highlighted participants' experiences with work-life integration and the impact of the ideal worker norm on their lives as mid-level women leaders. We started with specific elements and found connections between them to generate understanding. In phase three, the inductive data analysis provided the opportunity to make sense of the narratives of the participants, to search for common themes, outliers, or surprising findings, and to develop a tentative theory how about resiliency and agency relates to successful work-life integration and contributes new information to the extant literature. Table 2 summarizes the three phases with corresponding themes.</p> <p>Table 2. Participant Themes.</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /></colgroup><thead><tr><th align="left" colspan="2">Phases/themes</th></tr><tr><th align="left">Phases</th><th align="center">Themes</th></tr></thead><tbody><tr><td>I. Mid-level women leader perspectives</td><td>1. Early life experiences2. Informal support networks3. Tug of work and home4. Crisis may create a healthier work-life integration</td></tr><tr><td>II. Institutional and societal perspectives</td><td>1. Growing pains2. Students make the difference3. Gender and work-life integration4. Changing landscape of American working families</td></tr><tr><td>III. Tentative framework: resiliency and the use of agency</td><td>1. Impermeable and permeable boundaries2. Support mobilization3. Perseverance and adversity</td></tr></tbody></table> </ephtml> </p> <p>In phase one, four themes emerged based on the individual narratives of the participants. These included: early life experiences, informal support networks, the tug of work and home, and crisis may create healthier work integration. Phase two analysis yielded four themes as follows: growing pains, students make the difference, gender and work-life integration, and the changing landscape of American working families. Finally, in the third phase of our process, we considered the emergent themes in aggregate and developed a tentative framework demonstrating resiliency and the use of agency with impermeable and permeable boundaries, support mobilization, and perseverance and adversity serving as favorable indicators of work-life integration.</p> <hd id="AN0181250329-12">Trustworthiness</hd> <p>We employed careful record-keeping, reciprocity and triangulation, to promote researcher trustworthiness and reliability ([<reflink idref="bib47" id="ref144">47</reflink>]). Additionally, the inclusion of additional peer debriefers allowed qualified, impartial colleagues to review and assess our transcripts, methodology, and findings. Further, self-reflective journals were used to examine "personal assumptions and goals" and clarify "individual belief systems and subjectivities" ([<reflink idref="bib62" id="ref145">62</reflink>], p. 2).</p> <hd id="AN0181250329-13">Positionality</hd> <p>According to [<reflink idref="bib30" id="ref146">30</reflink>], "the capacities to be reflexive, to keep track of one's influence on a setting, to bracket one's biases, and to monitor one's emotional responses are the same capacities that allow researchers to get close enough to human action to understand what is going on" (p. 86). Our motivations to carry out this study were rooted in our experiences and identities including leadership, social work, and teaching in our public spheres and mothers, partners, and caregivers to elders in our private spheres. We both identify as white, middle-class, cis-gendered, women with strong feminist and social justice ideologies framing our work.</p> <hd id="AN0181250329-14">Findings</hd> <p></p> <hd id="AN0181250329-15">Phase One: Mid-level Women Leader Perspectives</hd> <p>Phase One of the analytic process focused on the inward perspectives of the participants and yielded four themes including: early life experiences, informal support networks, the tug of work and home, and, finally, crisis may create healthier work integration.</p> <hd id="AN0181250329-16">Early Life Experiences</hd> <p>The early life experiences of the 12 participants ranged from "abnormally normal" to "dysfunctional." Each of the participants elaborated on how early life experiences had shaped their adult lives, both on personal and professional levels. Although gendered influences varied among the participants, the general sentiment was that they were treated as "not very bright" or heard that "the females were prepared to serve the men." A lack of "being taken seriously" and feelings of "victimization" or being "taken advantage of as a woman" influenced self-image, sowing seeds for future feelings of being an imposter, perfectionism, and patterns of excessive work.</p> <p>As they reached adulthood, several of the participants saw their options as limited. They exhibited a constant need to prove their worth to themselves and others, compounded by guilt when they felt they fell short of expectations. Denise said, "My father told me I was stupid a lot of the time all the years growing up and so I do not know if that had anything to do with me not being able to do well in school." Jackie added, "I really did not believe I was [very smart] until I proved to myself that I was, in a number of ways."</p> <p>Conversely, family meant a strong sense of "loyalty" and "support" for Joanne, Madison, and Megan. Through relationships with their family of origin, extended family, peers, and adult friends, they were able to develop a healthy sense of self, which then prepared them for later life challenges. When the theme of resiliency as an indicator of successful work-life integration emerged from the narratives of the participants, we noted Denise and Tera struggled to persevere, but Joanne, Madison, and Megan seemed able to draw upon a strong early developmental foundation.</p> <hd id="AN0181250329-17">Informal Support Networks</hd> <p>Most participants tapped into informal support networks for a listening ear, a shoulder to cry on, company, fun, and people on whom they could depend. Several of the participants noted their partners wanted to offer support but struggled in the actual delivery, at least in terms of offering what the women leaders felt they needed. We will outline below several of the sentiments expressed by participants related to the theme of informal networks.</p> <p>Pauline believed her husband wanted to support her but did not quite know how to go about it summing up, "My husband is there to support me if I need a good cry. He is a good sounding board. He does not always know what to do with it, but he is there." Abbey turned to friends who, like her, had children. She shared, "I have a group of about three friends locally who are close on the kid connection so those are the folks we do play dates with. It is funny because I don't necessarily consider them support, but they definitely do play a supportive role for the kids and for me."</p> <hd id="AN0181250329-18">The Tug of Work and Home</hd> <p>All the participants in the study regretted they did not have sufficient time to devote to their work, their families, or themselves. They identified difficulties inherent in combining work and personal roles, and the inability to "turn off" from other spheres often left them exhausted, stressed, and at risk for illness. When reconciling work-life integration, the participants used words and phrases such as "compromise," "paying a price," and the inability to "turn-off." They further described feelings of guilt and sadness when they had to choose work over home. Pauline felt her gender played a role in the tug of work and home and emphasized persistent feelings of exhaustion. She said, "It is my heart. I am very mindful of being present at work when I am at work... But it also really is a huge strain on me emotionally and physically. I am drained." For some participants, early life experiences with gendered expectations influenced their feelings. Several of the mid-level leaders in the study had stay-at-home mothers or grew up in an era where girls "got married and had babies."</p> <p>Underscoring participants' narratives were contradictory statements and conflicted feelings about home and work spheres of their lives. They struggled to reconcile their "passion for teaching" as an add-on to their academic coordinator duties and their need to supplement their low salaries with their multiple roles as parents, friends, daughters, and partners. A workday that often spilled into the evening, combined with expectations of being available either on- site at their centers or electronically through email, manifested a constant internal struggle, which was exacerbated by feelings of frustration. Words such as "juggling" and "shuttling" appeared frequently in the participant narratives.</p> <p>Bias avoidance resonated with Abbey as she reflected on her family of origin's value of keeping work and home separate. Echoing other participants in the study, she felt the culture of the college system looked at the intrusion of home life into the work sphere negatively. Abbey went on to say, "I want to try to avoid that [childcare] because when I look at people in positions of power in this college, none of them have small children." A continuum of emotions, including sadness, anger, resentment, and resignation, permeated the narratives of each of the women leaders. The tug of work and home was a constant intrusion in their daily lives.</p> <p>Conversely, this study illuminated an unexpected finding: the fact that some participants described paid work in positive terms in contrast to their personal lives. Several participants indicated their workplaces had been a place of refuge when they had difficulties in their personal lives. For them, though the tug of work and home was ever-present, work became a more attractive choice. Especially for women middle and upper managers, work provided an escape from home tensions. Madison and Jackie both expressed positive sentiments gained by relationships in the workplace. Madison enjoyed the camaraderie she found with her colleagues and could not wait to return from maternity leave. Although at times Jackie found home overwhelming and transitions stressful, she said, "I sometimes just want to be at work. When people say on the weekends, man tomorrow is Monday, I am like yeah, and I can't wait." Contradictory feelings of exhilaration and exhaustion were by-products of these ongoing internal and external tugs of war. Conflicting messaging resonated in the participants' voices as they alternated between feeling "energetic" and "fried."</p> <hd id="AN0181250329-19">Crisis May Create a Healthier Work-life Integration</hd> <p>For several of the participants, a defining event or series of events precipitated the drawing of a line in the sand, separating their work and home lives. These moments created the space for healthier work-life integration. Once again, there were distinct differences between those participants who employed agency and had more features of resilience and those who struggled to persevere in the face of adversity. Adherence to self-care served as a coping mechanism to withstand the frenetic lifestyles adopted by many of the participants in this study. For Megan, it was marriage and gaining stepchildren. She said, "I found the love of my life while working in residential life. He had two small children and suddenly it was important for me to try to get out on time and to find balance." For Madison, it was the birth of her second child. For Jamie, a physical and mental breakdown at work convinced her to make some changes in her frenetic lifestyle, which consequently contributed to greater physical and emotional stability Madison and Jackie demonstrated the use of agency to maintain work-life integration. Acknowledging her previous workaholic tendencies, Madison presented constructive alternatives to senior administration and was granted a reduced work schedule better suited to combining work and family Jackie recognized the benefits of working nearer her home one day a week, which alleviated the drive time associated with day care. Requesting an alternate site modification in her schedule reduced her stress. Finally, Megan set up artificial boundaries and activities to separate her work and home life. This proactive approach helped ensure Megan felt a sense of control over her day. To help empower her co-workers to use agency in their lives, she freely shared advice. These examples illustrate participants' use of agency in creating work contexts that satisfied work-life integration needs. As mid-level leaders they may lack power associated with position, but their numbers and their evolving generational assumptions about work-life were a formidable force to be considered.</p> <hd id="AN0181250329-20">Phase Two: Institutional and Societal Perspectives</hd> <p>The analytic process in phase two of the study focused on participant experiences and perspectives relative to organizational and societal forces and yielded four themes including: growing pains, students make the difference, gender and work-life integration, and the changing landscape of the American working family.</p> <hd id="AN0181250329-21">Growing Pains</hd> <p>The community college system we studied has continued to grow in population and expand in offerings, it has taken on features consistent with the ideal worker norm, more strongly associated with a hierarchical institutional structure found in other bureaucracies. The participants felt their workload had become untenable, with insufficient underpinning to provide adequate support. Most of the participants, especially those who had been with the institution for 10 or more years, perceived an increasing hierarchy, segmentation, and fragmentation, with a concurrent loss of the intimacy present in the smaller setting.</p> <p>As a result of the rapid expansion of the community college system communication challenges were prevalent among the participants. Stories of miscommunication brought about by rapid growth, over-reliance on technology, and a shift from a decentralized to a centralized organizational structure abounded. Several participants noted the growing pains not only affected them personally but had unintended consequences on the students. Joanne talked about muddy channels when trying to find answers to questions, the increasing reliance on technology, and the overall ambiguity associated with shifting communication. She said, "it is really hard for people to figure out when it is best to share something... It is hard to figure out the rhythms, plus it is also hard to figure out who needs to know what. Communication and the rapid growth are the most challenging."</p> <p>According to many participants in this study, the growth of this community college system had created an untenable workload. They felt the need to be present at work during the day and into the early evening hours. This perception, coupled with after-hours email accessibility to keep abreast of the work, resulted in unrealistic workloads. Each participant's perception of their workload, whether self or institutionally imposed, or a combination thereof, felt unremitting; and the pressure to keep up with the workflow, to prevent "loose ends," was fierce.</p> <p>The pervasive lack of time, resulting in unfinished work, was prevalent throughout participants' voices. The word <emph>time</emph> appeared five times in a single paragraph of one participant's narrative. The contradiction of energy and exhaustion surfaced when Denise shared, "Sometimes I feel like I have a zillion things to do, and I'm just floating on the surface never really good at anything. However, I also feel energized by all the zillion things I have to do. It's best and worst."</p> <p>Conversely, those participants who were able to erect tighter boundaries between work and home offered a more moderate view. The ability to be fully present in both spheres without overlap, though difficult, was a better predictor of more satisfying work-life integration. Madison said, "I try to tune out what is going on [at work or home] and just focus on what is in front of me. It is hard sometimes, but that is what I do."</p> <p>Inequity in the interpretation and application of polices, coupled with ideal worker norm expectations, appeared to be a significant part of the discord expressed by the participants in this study. Struggling to negotiate competing family and work demands, and the reluctance of some supervisors to allow flexible options such as four 10-hr days, affected mid-level leaders with young children and aging parents alike. It appeared that employer needs took precedence over employee needs mirroring the ideal worker norm. Abbey illustrated this frustration with unrealistic expectations and availability on her days off, "I don't work on Monday. My supervisor kept asking me, okay you are home and you are available by phone. Right?" Despite the perception of the unequal enactment of work-life policies, participants felt there were many positive components of their role. Service to students, intellectual stimulation, peer support, and interesting college-wide projects were noted as reasons why the mid-level leaders in this study had chosen to stay.</p> <hd id="AN0181250329-22">Students Make the Difference</hd> <p>The participants in this study universally noted they found the greatest meaning in their work through their interactions with students. The participants in this study universally agreed seeing a student's growth and development over time was rewarding, despite the students' many challenges academically, socially, and emotionally. Feeling "adoration" toward students and providing "encouragement," "advice", and "nurturance" fulfilled many personal and professional needs of the participants. The ability to "make a difference" in the lives of the students they counseled had a profound positive impact on the participants' lives. Jaime said, "I think I make a difference in students' lives. I watch them. I watch how they grow and achieve. Furthermore, I feel what I do is important. I really feel there is a difference in helping somebody along the way. I feel that every day. I think we are a group of people who are trying to make an education accessible to our students who, in many cases, the cards are stacked against them in a lot of ways."</p> <hd id="AN0181250329-23">Gender and Work-life Integration</hd> <p>The participants in this study offered mixed views on the role of gender throughout their lives and were divided in their ability to draw upon their institution to support their work-life integration and rally against societal gendered norms that privileged traditional family compositions. The participants also provided conflicting testimony about the degree to which the ideal worker norm, embedded within the college structure, affected their lives. The participants expressed both negative and positive experiences when they recounted instances where they tested both institutional and societal norms. It appeared that the use of agency, tenacity, perseverance, and risk taking was required to challenge societal gendered norms. Several offered strong examples of how societal gender expectations had adversely impacted their lives, and a minority of participants did not see a strong connection with being a woman and the negative effects of gender.</p> <p>The extant literature identified gender schemas as one barrier that may create an unwelcoming climate for women in community colleges. Early life experiences played an important role in how the participants viewed themselves as women in the workplace and in the private spheres of their lives. The participants in this study, who had positive male and female role models in their early lives, expressed less negative sentiment toward the role of gender in the workplace. More strident in their assertions, they appeared to enact agency, persevere, set limits for themselves and others, and incorporate informal and formal networks to identify what they needed to successfully integrate work and home. Madison said, "I do not think I ever doubted that I could not do whatever I wanted to, could not achieve goals, or not set high goals." Conversely, Donna recalled an advisor who steered her away from research toward teaching. She said, "My advisor told me as chemistry major I should at least take some education courses. That made me mad. In some ways that kept me out of the field; when I enjoyed it."</p> <p>Some participants never felt good enough and tended to be perfectionists, further exacerbating their self-doubts about work capabilities or their feelings of incompetency in their personal lives. Such attitudes and habits were rooted in early life experiences. Several participants noted they felt a pervasive sense of free-floating anxiety amplified by an inner critical voice that said, "I have not done enough, not quite enough, and not good enough." Feelings of over-responsibility for others had gendered overtones and prevented several of the participants from having greater positive self-worth. They tended to compensate by working harder, attempting to attain greater levels of perfection, and experiencing a pervasive sense of loss along the way. Denise noted, "I have always carried a belief that I had to work more and take on additional jobs. I really think this came from my father who said that [work] is your value in the world. You are never going to do enough."</p> <p>On an institutional level, selection for leadership positions appeared to have some built-in gender biases. Several of the participants tried to understand the complexity of low numbers of women in senior leadership, differential promotion, and the impact of the ideal worker norm. They wondered if there was a "closed shop" or a "glass ceiling" for women.</p> <hd id="AN0181250329-24">The Changing Landscape of American Working Families</hd> <p>By virtue of the participants' inclusion in the workforce their family structures mirrored complex and shifting configurations. Whether their family structure included two working parents, two working partners with children, single parenthood, or single head of household, all the participants juggled a myriad of work and family responsibilities in their daily lives.</p> <p>The extant literature supported the contemporary complexity of participants' work and family demographics. Indeed, the demographics of work and family in the United States has changed substantially, thus the responsibilities of current and future community college mid- level leaders, are shifting. Several of the participants, believed CCC, overall, had not always fully understood the needs of working women with children. Sentiments varied; however, supervisor enactment of work-life policies and practices proved critical to successful work-life integration. "It depends" was a phrase used by several participants when referring to cultural acceptance of changing family demographics and the flexibility required in addressing them. In general, the participants spoke positively about the predominantly women senior leadership group. Words such as "accessibility," a "willingness to listen," and a "commitment to create a flexible workplace" (in theory, if not always in practice) prevailed.</p> <hd id="AN0181250329-25">Phase Three: Tentative Framework-Resiliency and Agency</hd> <p>Finally, in the third phase of our process, we considered phase one and two findings in aggregate and developed a tentative framework demonstrating resiliency and the use of agency. Themes of impermeable and permeable boundaries, support mobilization, and perseverance and adversity, emerged as favorable indicators of work-life integration. Resiliency and the use of agency were qualities that differentiated the ability of participants to successfully integrate work and personal life. Those participants who maintained impermeable boundaries, mobilized support with the use of agency, and persevered, even in the face of adversity, appeared to have more successful work-life integration. Conversely, participants who were unable to separate work and personal time, felt isolated at work, home, or in both spheres, and who felt adversity had negatively affected their lives, evidenced less successful work-life integration.</p> <hd id="AN0181250329-26">Impermeable and Permeable Boundaries</hd> <p>All the participants in this study spoke at length of the feelings that overwhelmed them in their daily lives. Strong feelings of internalized guilt and unrealistic self-expectations were expressed, and often participants spoke of their inability to be wholly present with themselves, in their work setting, as well as with family members. Repeatedly, the participants expressed feelings of sadness, anger, resentment, and denial as they tried to negotiate their personal and professional lives. A pervasive sense of not having enough time to address work and non-work responsibilities exacerbated feelings of conflict. However, despite the participants' universal feelings of guilt and sense of being overwhelmed, it appeared those who demonstrated greater resiliency created boundaries between their work and personal activities mitigating the fast pace and "tug" of work and personal obligations.</p> <hd id="AN0181250329-27">Support Mobilization</hd> <p>The participants in this study were divided in their capacity to develop and sustain interpersonal and intrapersonal supports in their lives. Early experiences in several of the participants' lives created barriers to self-acceptance and positive feelings of worth. Gendered messages often reinforced a negative self-image. Most participants had support networks of colleagues, supervisors, family, and friends yet, often, barriers and feelings of resentment surfaced. Partners, too, provided support, but an unexpected finding was the perception on the part of the participants that several their partners did not understand their needs. Woman friends, co-workers, and female extended family members provided the sustenance the participants required. It appeared that a rich and diverse network of internal and external supports, coupled with the use of agency to mobilize these supports, created greater feelings of self-worth, a sense of community, and enhanced work-life integration.</p> <hd id="AN0181250329-28">Perseverance and Adversity</hd> <p>All the participants have dealt with adversity in their lives, but some participants seemed more able to persevere than others. Perseverance, defined as the steady persistence during action, especially in spite of difficulties, obstacles, or discouragement, was an important quality and seemed to be a strong component of resiliency. Several participants seemed to struggle with these features of perseverance and resilience. Expressions of sadness, feelings of despair, and constantly being overwhelmed without hope in sight, seemed to pervade the language of those participants less able to persevere.</p> <p>In the participants' narratives there were clear differences between those who exhibited greater resiliency and those who continued to struggle with successful work-life integration. Those participants who appeared more resilient employed agency. They were able to take control of their schedules, make clear distinctions between home and work, and rely on supportive networks to help solve both personal and professional problems. Furthermore, in the face of adversity, they could persevere, and maintain a positive outlook on their work and home lives.</p> <p>Conversely, participants who struggled in the above-mentioned areas noted fewer positive feelings of self-worth and indicated greater instances of feeling overwhelmed or out-of-control. They also often felt their situations were untenable. However, resiliency alone is insufficient to sustain healthy work-life integration. An institutional culture supporting work-life integration is required at the same time, to undergird these mid-level leaders as they face varying complexities. Without clear institutional and <bold>s</bold>ocietal messaging normalizing the combination of family and work life, women, as they struggle to maintain individual resiliency, may be at risk of being viewed as the problem in need of remediation.</p> <p>In summary, community colleges are an important part of the higher education landscape. Rural community colleges represent hope for a better future for a growing number of rural citizens. Rural community colleges specifically have challenges in the retention of competent mid-level leaders. However, an emphasis on creating a hospitable climate that validates work-life integration may prove to diminish ideal worker norm tendencies inherent in higher education institutions in the United States. A strong structural and cultural commitment to promote high-hardy women and equally hardy institutions is paramount to fully engage new cohorts of leaders as large numbers of leaders retire.</p> <hd id="AN0181250329-29">Discussion</hd> <p>Our findings relate to extant literature in several ways. The participants in this study varied in the degree to which they separated work and home. For several participants, there was virtually no demarcation between work and home. Compounding these loose boundaries were complex familial obligations and the burden of having to prioritize work over home adhering to the ideal worker norm. It appeared, however, that keeping a degree of separateness between the two spheres enhanced perceptions of successful work-life integration and increased general feelings of well-being. Women who maintained impermeable boundaries seemed to indicate a better quality of life than those participants who maintained fluidity in their boundaries. Most participants found it difficult to separate home from work, though they continued to contemplate and evaluate the level of intrusiveness. For some, a life defined by a structured work environment, ingrained work-ethic, and years of caring for others made it difficult to expand private spheres of their lives, especially as they got older and approached retirement or "empty nests." Jamie admitted she has defined herself by work throughout her life, though recently she has found a sense of balance in her life and no longer works 10-hour days. She said, "My life tendency has been taking care of others and my work. That has been an occupational hazard for me. I was born and brought up to work, and it has taken precedence. It is who I am."</p> <p>With changing technology making it possible to work around-the-clock, some employees need work-life support to create boundaries between work and family, rather than to support work-life integration ([<reflink idref="bib41" id="ref147">41</reflink>]). Megan has set up artificial structures that force her to separate her work and home life. She noted, "My philosophy is to find out what your interests are and take a class or schedule something where you have to leave to create that balance... It gets me home." We found that participants who indicated they had more impermeable boundaries between work and home possessed greater contentment with their overall work-life integration and general feelings of well-being. Indeed, when work encroached into the personal domains of the participants, feelings of resentment, exhaustion, and frustration were displayed. Maintaining impermeable boundaries required diligence and ongoing perseverance.</p> <p>In this study, the participants who connected with supports within the institution, and family, friends, and community, indicated more positive feelings of work-life integration. Disputing the claim of institutional lack of appreciation and support, Pauline lauded the community college system's inclusive nature. "One thing I respect is that they do, as a whole, include middle management and faculty, and even now students, in a lot of the committees and decision- making." Yet, she added, "I have noticed that some decisions have already been made before you have an opportunity to voice your opinion and there is certainly no way around that."</p> <p>In our contemporary society there are several challenges that function as barriers to successful work-life integration. One of those challenges is the differential coping ability within our current workforce. Among employees who work similar hours overall, some can persevere, combining the rigors of work and home, but others may not exhibit "high hardy" ([<reflink idref="bib56" id="ref148">56</reflink>]). However, others may employ agency in ways to respond to pressures to assume an expected identity though actually may simply be passing; constructing opportunities to stay true to one's experienced self while avoiding penalties for deviance from the ideal worker norm ([<reflink idref="bib57" id="ref149">57</reflink>]).</p> <p>While the findings in our study did not directly examine participants through the lens of rurality; given the context of the setting, it is an area of importance and further study. There is currently a dearth of literature on how rurality impacts mid-level leaders, work-life balance, and the ideal worker norm. Rural community colleges face unique challenges related to their context and often have difficulty recruiting and retaining staff, especially those at the mid-level ([<reflink idref="bib5" id="ref150">5</reflink>]; [<reflink idref="bib14" id="ref151">14</reflink>]; [<reflink idref="bib44" id="ref152">44</reflink>]; [<reflink idref="bib51" id="ref153">51</reflink>]). Structural inequities can disadvantage many rural community colleges due to smaller enrollments and limited tax bases, rural colleges are especially reliant on state funding to maintain their budgets. Aligning with the literature ([<reflink idref="bib20" id="ref154">20</reflink>]; [<reflink idref="bib33" id="ref155">33</reflink>]), working harder with fewer resources, financial and human, was an overarching theme among mid-level leaders in our study who were expected to produce a high volume and quality of work with few internal or external resources available to them.</p> <p>In summary, the women who participated in the study were given an opportunity to reflect on their life experiences. It was evident from their reflections they struggled with integrating the personal and professional spheres of their lives. Several of the participants appeared to possess greater agency and resiliency and, as a result, seemed to voice more positive experiences of work-life integration. This use of agency and resiliency is defined as the ability to enact contextual power and to easily recover and adapt to changes in the environment, even in the face of adversity ([<reflink idref="bib54" id="ref156">54</reflink>]). There was universal agreement there was never enough time to accomplish all the responsibilities inherent in their personal and professional lives, however, participants who maintained clear boundaries between private and public spheres, relied on supportive networks, and persevered in the face of adversity appeared to integrate their work lives more successfully. Participants with fewer artificial or concrete boundaries between work and home, who maintained few alliances with support networks, and felt downtrodden in the face of adversity, struggled with successful work-life integration.</p> <hd id="AN0181250329-30">Implications and Recommendations for Research and Practice</hd> <p>To understand unique individual experiences and institutional cultures, further research about community college leadership is suggested. Findings from this study may be used to inform both qualitative and quantitative research. The experiences shared by the women in this study give voice to the continued work to be done in community colleges.</p> <p>One implication for practice is the need for further examination of work-life from both structural and cultural perspectives. Focusing first on the structural aspect, ensuring all employees have access to and education about the Flex Work Guide document and/or similar policies is important. Additionally, with the growth of this community college system, it appears a more formalized approach to policy and procedure enactment is required. A prevailing theme in the participants' narratives reinforced the need for clarity, equity and consistency. Culturally, there appeared to be a pervasive silence about issues such as compensatory time, flexible schedules, and alternative worksites. Opening up dialogue specific to creating a culture universally committed to work-life integration that is situational in nature, designed to consider the individual employee, taking into the needs of the institution, would address the covert conversations that currently occur. Too, focusing on cultural aspects of work-life integration shifts the onus of achieving work-life integration from the individual to the institutional or societal system.</p> <p>A second implication for practice is a closer examination of employee turnover in the academic coordinator role. Participants in this study perceive a relatively high degree of organizational turnover. The use of behaviorally based recruitment tools, targeted employee satisfaction surveys to help discover policies and practices that challenge culturally embedded norms and exit interviews that help administration understand reasons why employees choose to leave all may provide additional information.</p> <p>A third implication for practice is the need for an investment in the educational and training needs of academic coordinators and senior leaders. Community college students come to college with a variety of social and emotional challenges. Specialized training may provide academic coordinators with greater competency and knowledge to better serve their students. Several of the mid-level leaders in the study identified difficulty in coping with stress and needed to find ways to bolster their resiliency against the rigors of their hectic lives. Feelings of burnout, brought on by cumulative and habitual sleep deprivation, overscheduling, and lack of relaxation activities, have taken a toll on several of the participants. Abbey expressed the unintended effects of an overscheduled lifestyle. She said, "I think there is restorative power of spontaneous time and yet, I have to schedule the spontaneous time, so you know, it is kind of an oxymoron." Conversely, Madison advocated for change with the system's work-life policies by proposing to reduce her contracted hours by 10% following the birth of her second child. Training and education on work-life balance and a re-evaluation of current organizational policies could help bring to light challenges and opportunities for supporting women in the academic coordinator role.</p> <p>A fourth implication for practice is a reevaluation of the scope of the academic coordinator role. Although the flex benefit group evaluated the duties of the position, a broader investigation by human resources of the various components may reveal alternative ways to structure both the role and the future goals of the institution. It appeared the ideal worker norm was, indeed, embedded in some of the cultural practices within the community college system for mid-level women leaders. Implementing work–life initiatives, such as flexible work arrangements, leaves of absence, or on-site child assistance, organizations may encourage leadership aspiration for both genders ([<reflink idref="bib24" id="ref157">24</reflink>]).</p> <p>A fifth implication for practice is the creation and expansion of venues that developed social networks within the workplace. These would potentially reduce some isolation and feelings of overwhelm. For instance, Jackie spoke positively about weekly peer supervision at her center as a mechanism for sharing ideas and swapping strategies. Enhancing communication and creating formal and informal linkages may be required as the institution continues to expand.</p> <p>Finally, as our study was limited to a single rural community college system in the northeastern United States, a recommendation for further research is to broaden the scope to a larger geographic area or investigating women mid-level leaders' experiences in other types of postsecondary institutions. Additionally, the data were collected in 2011 and need to be interpreted against that backdrop. We recommend a replication of the study to determine the extent to which the findings may have shifted or remained constant over time.</p> <p>This study contributes to the research by proposing a new framework based on specific themes of resiliency and agency including impermeable boundaries, supportive networks, and perseverance. This resiliency framework may enhance work-life integration for mid-level women leaders and may apply to other individuals and groups, as well. Resiliency and the use of agency appeared to be the defining qualities of whether the participants felt they successfully integrated their personal and professional lives. Those participants who were able to separate home from work, had supportive networks, mobilized resources, and persevered in the face of adversity, appeared to have a greater capacity for resiliency. This was one area that diverged from current research as a mechanism to decrease work-life integration stress.</p> <p>In this study, we sought to understand work-life integration experiences of 12 mid-level women-identifying leaders in a rural community college system in the Northeastern United States using the pseudonym CCC. We found the "ideal worker" norm was operating in this community college system and examined how these individuals reconciled their personal and work lives. The experiences shared by the women in this study give voice to the challenges and opportunities for mid-level women leaders in a rural community college setting. The tentative data-driven framework emphasizing resiliency and agency extends the literature and can help to guide practice for supporting mid-level women leaders at community colleges, who, given their proportionally large numbers, have been thought to significantly affect the tone, manner, and style of the entire institution ([<reflink idref="bib31" id="ref158">31</reflink>]).</p> <ref id="AN0181250329-31"> <title> References </title> <blist> <bibl id="bib1" idref="ref8" type="bt">1</bibl> <bibtext> Acker J. (1990). Hierarchies, jobs, and bodies: A theory of gendered organizations. 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Community College Journal of Research and Practice, 29(1), 45–62.</bibtext> </blist> </ref> <ref id="AN0181250329-32"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Andrea McGill-O'Rourke</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0002-9947-530X</bibtext> </blist> <blist> <bibtext> For the remainder of this paper, we use the terms "men" and "women" in alignment with the literature cited and in relation to how the research participants identified. At the same time, we acknowledge the fluidity of gender identity and socially constructed gender norms.</bibtext> </blist> </ref> <aug> <p>By Andrea McGill-O'Rourke and Elizabeth Allan</p> <p>Reported by Author; Author</p> <p></p> <p>Andrea McGill-O'Rourke is a associate professor at Franklin Pierce University in the College of Business in Rindge, NH.</p> <p>Elizabeth Allan is professor of higher education at the University of Maine College of Education and Human Development. Her research focus on campus cultures and climates includes studies on classroom teaching, campus diversity, equity, as well as student hazing and its prevention. She has published three books and more than 50 research articles and book chapters.</p> </aug> <nolink nlid="nl1" bibid="bib26" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib16" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib70" firstref="ref3"></nolink> <nolink nlid="nl4" bibid="bib44" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib74" firstref="ref6"></nolink> <nolink nlid="nl6" bibid="bib75" firstref="ref7"></nolink> <nolink nlid="nl7" bibid="bib10" firstref="ref10"></nolink> <nolink nlid="nl8" bibid="bib12" firstref="ref11"></nolink> <nolink nlid="nl9" bibid="bib24" firstref="ref12"></nolink> <nolink nlid="nl10" bibid="bib32" firstref="ref13"></nolink> <nolink nlid="nl11" bibid="bib45" firstref="ref14"></nolink> <nolink nlid="nl12" bibid="bib58" firstref="ref15"></nolink> <nolink nlid="nl13" bibid="bib79" firstref="ref17"></nolink> <nolink nlid="nl14" bibid="bib53" firstref="ref19"></nolink> <nolink nlid="nl15" bibid="bib76" firstref="ref20"></nolink> <nolink nlid="nl16" bibid="bib31" firstref="ref21"></nolink> <nolink nlid="nl17" bibid="bib15" firstref="ref23"></nolink> <nolink nlid="nl18" bibid="bib18" firstref="ref24"></nolink> <nolink nlid="nl19" bibid="bib39" firstref="ref25"></nolink> <nolink nlid="nl20" bibid="bib51" firstref="ref27"></nolink> <nolink nlid="nl21" bibid="bib52" firstref="ref28"></nolink> <nolink nlid="nl22" bibid="bib80" firstref="ref31"></nolink> <nolink nlid="nl23" bibid="bib78" firstref="ref33"></nolink> <nolink nlid="nl24" bibid="bib40" firstref="ref35"></nolink> <nolink nlid="nl25" bibid="bib77" firstref="ref37"></nolink> <nolink nlid="nl26" bibid="bib29" firstref="ref39"></nolink> <nolink nlid="nl27" bibid="bib43" firstref="ref40"></nolink> <nolink nlid="nl28" bibid="bib14" firstref="ref42"></nolink> <nolink nlid="nl29" bibid="bib13" firstref="ref47"></nolink> <nolink nlid="nl30" bibid="bib69" firstref="ref51"></nolink> <nolink nlid="nl31" bibid="bib72" firstref="ref52"></nolink> <nolink nlid="nl32" bibid="bib71" firstref="ref56"></nolink> <nolink nlid="nl33" bibid="bib23" firstref="ref60"></nolink> <nolink nlid="nl34" bibid="bib48" firstref="ref61"></nolink> <nolink nlid="nl35" bibid="bib65" firstref="ref62"></nolink> <nolink nlid="nl36" bibid="bib17" firstref="ref63"></nolink> <nolink nlid="nl37" bibid="bib38" firstref="ref67"></nolink> <nolink nlid="nl38" bibid="bib36" firstref="ref69"></nolink> <nolink nlid="nl39" bibid="bib35" firstref="ref76"></nolink> <nolink nlid="nl40" bibid="bib57" firstref="ref78"></nolink> <nolink nlid="nl41" bibid="bib73" firstref="ref79"></nolink> <nolink nlid="nl42" bibid="bib25" firstref="ref80"></nolink> <nolink nlid="nl43" bibid="bib34" firstref="ref81"></nolink> <nolink nlid="nl44" bibid="bib19" firstref="ref86"></nolink> <nolink nlid="nl45" bibid="bib27" firstref="ref87"></nolink> <nolink nlid="nl46" bibid="bib28" firstref="ref88"></nolink> <nolink nlid="nl47" bibid="bib64" firstref="ref94"></nolink> <nolink nlid="nl48" bibid="bib60" firstref="ref95"></nolink> <nolink nlid="nl49" bibid="bib66" firstref="ref96"></nolink> <nolink nlid="nl50" bibid="bib42" firstref="ref99"></nolink> <nolink nlid="nl51" bibid="bib59" firstref="ref101"></nolink> <nolink nlid="nl52" bibid="bib37" firstref="ref105"></nolink> <nolink nlid="nl53" bibid="bib63" firstref="ref106"></nolink> <nolink nlid="nl54" bibid="bib22" firstref="ref108"></nolink> <nolink nlid="nl55" bibid="bib21" firstref="ref110"></nolink> <nolink nlid="nl56" bibid="bib46" firstref="ref112"></nolink> <nolink nlid="nl57" bibid="bib11" firstref="ref116"></nolink> <nolink nlid="nl58" bibid="bib49" firstref="ref118"></nolink> <nolink nlid="nl59" bibid="bib61" firstref="ref120"></nolink> <nolink nlid="nl60" bibid="bib68" firstref="ref136"></nolink> <nolink nlid="nl61" bibid="bib30" firstref="ref139"></nolink> <nolink nlid="nl62" bibid="bib50" firstref="ref140"></nolink> <nolink nlid="nl63" bibid="bib55" firstref="ref141"></nolink> <nolink nlid="nl64" bibid="bib67" firstref="ref142"></nolink> <nolink nlid="nl65" bibid="bib47" firstref="ref143"></nolink> <nolink nlid="nl66" bibid="bib62" firstref="ref145"></nolink> <nolink nlid="nl67" bibid="bib41" firstref="ref147"></nolink> <nolink nlid="nl68" bibid="bib56" firstref="ref148"></nolink> <nolink nlid="nl69" bibid="bib20" firstref="ref154"></nolink> <nolink nlid="nl70" bibid="bib33" firstref="ref155"></nolink> <nolink nlid="nl71" bibid="bib54" firstref="ref156"></nolink>
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Andrea+McGill-O'Rourke%22">Andrea McGill-O'Rourke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9947-530X">0000-0002-9947-530X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Allan%22">Elizabeth Allan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Community+College+Review%22"><i>Community College Review</i></searchLink>. 2025 53(1):3-27.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 25
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Work+Life+Expectancy%22">Work Life Expectancy</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+Management%22">Middle Management</searchLink><br /><searchLink fieldCode="DE" term="%22Women+Administrators%22">Women Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Rural+Areas%22">Rural Areas</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Attitudes%22">Administrator Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Environment%22">Work Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Experience%22">Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Networks%22">Social Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Influence%22">Family Influence</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Employed+Women%22">Employed Women</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Mobility%22">Faculty Mobility</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00915521241280030
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0091-5521<br />1940-2325
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective/Research Question: Research indicates that work-life integration is linked with career satisfaction for women administrators in higher education. This study focused on midlevel women leaders who are an essential component of higher education organizations and asked the question: how do mid-level women leaders in rural community colleges experience work-life integration? Method: Seeking to understand if the gendered ideal worker norm was prevalent in the work-life integration experiences of mid-level women leaders, we employed a qualitative design that drew upon phenomenological methods, to explore the work-life integration experiences of 12 mid-level women leaders in a rural community college system in the Northeastern United States. Results: Data gathered from both individual and focus group interviews with 12 participants yielded new knowledge about those participants' experiences and had implications for practice. Conclusions: Emergent themes in this study help to fill gaps in previous research by offering a tentative framework for understanding specific characteristics that may increase successful work-life integration for women mid-level leaders in a community college setting. Implications and recommendations are discussed. To understand unique individual experiences and institutional cultures, further research is suggested in the area of community college leadership.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1451702
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1451702
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        Value: 10.1177/00915521241280030
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 3
    Subjects:
      – SubjectFull: Work Life Expectancy
        Type: general
      – SubjectFull: Middle Management
        Type: general
      – SubjectFull: Women Administrators
        Type: general
      – SubjectFull: Community Colleges
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      – SubjectFull: Rural Areas
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      – SubjectFull: Employed Women
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      – TitleFull: In the Middle: Work-Life Integration of Mid-Level Women Leaders in a Rural Community College System
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