Year of Award

2026

Document Type

Dissertation

Degree Type

Doctor of Education (EdD)

Degree Name

Educational Leadership

Department or School/College

Phyllis J. Washington College of Education

Committee Chair

Erica Allen

Commitee Members

Grace Gardner, John Matt, Michael Perry, Michael Owens

Keywords

Belonging, Higher Education, Peer Mentorship, Retention, Staff, Women

Abstract

The role of higher education within U.S. society has broadened. As colleges and universities expand their work beyond the core teaching and research functions, staff become more involved in mission-delivery than they have been historically. In the past, staff primarily served in supportive roles, but now also lead initiatives such as outreach and community engagement, workforce and economic development, international programs, and more. This broadening mission underscores the importance of staff within the higher education organizations’ mission-delivery functions. However, the execution of this work is hindered by staff attrition in positions primarily filled by women. The current literature on mentorship suggests that informal relationships with individuals who have similar experiences can positively impact the workplace experience. This study was designed to explore the experiences of women in staff positions in higher education organizations and to examine their peer mentorship relationships.

This study was conducted using a qualitative, phenomenological approach to uncover the essence of the lived experience of women staff members participating in peer mentorship with other women in staff positions. Data was collected using an open-ended journaling exercise and a semi-structured interview. Twelve participants enrolled in this study and represented a range of functional areas, years of experience within higher education staff roles, institution types, and regions of the country.

Through the data analysis process, the themes of peer mentorship, navigating the system, retention and attrition, professional support and validation, personal support, sense of belonging, identity, and organizational cultures and subcultures emerged. Through these themes, the essence of participants’ lived experience was distilled. The findings of this study revealed that women staff’s experience of peer mentorship with other women in staff positions is dynamic, encompassing both personal and professional dimensions. Further, while peer mentorship plays a defining role in women’s experience of the higher education workplace, particularly their sense of belonging, these relationships cannot replace organizational support. This study provides evidence that higher education leaders who seek to retain women in staff positions should consider how they can facilitate supportive work environments where peer mentorship relationships can flourish and how their organizations support women in these roles.

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© Copyright 2026 Katherine Marie Booher