Enlarging Our Understanding of Glass Ceiling Effects with Social Closure Theory in Higher Education

  • Jerlando F. L. Jackson
  • Raul A. Leon
Part of the Higher Education: Handbook of Theory and Research book series (HATR, volume 25)


Institutions of higher education have committed significant resources to diversity efforts over the past 50 years (Williams, Berger, & McClendon, 2005). For the most part, these resources have been allocated to improve student representation and experiences for women and persons of color (Jackson, 2004a). In doing so, less attention has been given to similar organizational experiences for women and professionals of color. Therefore, fewer research and practice-based resources are available to address workplace discrimination challenges in higher education. Accordingly, this chapter draws heavily from glass ceiling effects research conducted in business and the armed forces to help understand how higher education can foster workforce diversity. Concurrently, social closure theory is introduced as an analytical framework to advance organizational ownership of workplace discrimination in general and glass ceiling effects in particular.


High Education Armed Force Business Sector Employment Sector Glass Ceiling 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Educational Leadership and Policy AnalysisUniversity of Wisconsin-MadisonMadisonUSA
  2. 2.National Center for Institutional DiversityUniversity of MichiganAnn ArborUSA
  3. 3.Department of Educational Leadership and Policy AnalysisUniversity of Wisconsin-MadisonMadisonUSA

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