mentoring and women's advancement to leadership … and women’s advancement to leadership in...
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Mentoring and Women’s Advancement to Leadership in the
Information Technology Field: A Qualitative Case Study
Marcia V. Reid
DISSERTATION.COM
Boca Raton
Mentoring and Women’s Advancement to Leadership in the Information Technology Field: A Qualitative Case Study
Copyright © 2007 Marcia V. Reid
All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information
storage and retrieval system, without written permission from the publisher.
Dissertation.com Boca Raton, Florida
USA • 2012
ISBN-10: 1-61233-930-1 ISBN-13: 978-1-61233-930-6
iii
ABSTRACT
The purpose of the qualitative case study was to explore and identify the patterns and
types of obstacles women in the information technology (IT) field experience in
advancing to leadership positions and to explore the mentor-mentee relationship of
female organizational leaders in the IT field and its effect on the advancement of women
to leadership positions. The sample consisted of two groups of women, one in leadership
(10 cases) and the other in nonleadership (10 cases) positions, in the IT field in the
eastern United States. Content analysis and NVivo 7 software were used to analyze the
interview transcripts and observations for common themes. The results revealed (a)
mentor-mentee relationships play a key role in women’s advancement in the IT field, (b)
gender discrimination still exists in the IT field, (c) the old boys’ network still exists in
the IT field, and (d) there is a lack of mentoring programs and services in the IT field.
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DEDICATION
This dissertation is dedicated to the loving memories of my mother, Constance Mae
Burnside, and my maternal grandmother, Eugenie Charles, the two female pillars of
strength in my life, both of whom played a significant role in my upbringing, in terms of
their strength, passion for education, pride, and loyalty to the family. These two women
showed me anything is possible and I could achieve whatever I wanted, as long as I put
my mind to it and had a good heart. My father, the late Arthur Bell, also played a strong
role in my life by emphasizing the importance of education from an early age. After three
long years of having no life, I can finally move on to the next phase of what life has in
store for me. As my mom wrote in my graduation yearbook, “If at first you don’t
succeed, try and try and try again.” Thanks for being proud of me and always loving me,
Mama. Thanks for the memories, “Flumps” and “Auntie”!
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ACKNOWLEDGMENTS
This dissertation would not be possible without the hard work, guidance, and
dedication of my committee members. I extend heartfelt thanks and admiration to my
mentor, Dr. Keri L. Heitner. Thank you, Dr. Heitner, for your words of support,
guidance, and timely feedback, which contributed to the success of my dissertation. Dr.
Heitner, you went above and beyond in pushing me to levels where I thought I would
never go throughout this dissertation journey. I truly appreciate all your contributions that
were integral to the development and completion of this dissertation. I sincerely thank Dr.
Leslie A. Miller, my committee member, for her timely feedback and invaluable
suggestions that were instrumental to the success of my dissertation. I also thank Dr.
Robert Bruen, my committee member, for providing a unique perspective on my
dissertation.
I acknowledge quite a few people who have played a significant part in my
dissertation journey. I acknowledge my closest friend and confidante of more than 20
years, Audrey, for her support and encouragement throughout our friendship. I
acknowledge my sisters, Marlene and Anne, for their support, encouragement, and
unconditional love, in terms of always being there to lend an ear and listening to me
complain about not having a life. I acknowledge my niece, Stephanie, and my nephews,
Steven and Shawn, for their love, humor, sincerity, and updates on their progress in
soccer and football. I acknowledge my brothers, Richard, Patrick, and Michael
(deceased), my sisters-in-law, Winsome, Germaine, and Fanny, my brother-in-law
George, and my nieces and nephews (Akeelah, Rafiki, Sharifa, Brandi, Krystina, Keisha,
Aaron, and Ian) for the memories and joy on their faces when I visit them in Atlanta each
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year. I also acknowledge Gregory and Tania-sue and their family, my great aunt Florette,
my cousin Sister Rose and her family, my cousin Angie and her family, the rest of my
extended family, and my friends for always supporting me when I needed a different
perspective on life.
I also acknowledge and thank Toni Williams (editor) for her formatting and
grammar check services that made this dissertation an easy read. Finally, I acknowledge
the 20 female leaders and nonleaders working in the IT field who took time out of their
busy lives to participate in the research study. Your perspective on mentoring and
women’s advancement to leadership positions in the IT field may help to (a) inspire more
women to work in the IT field, (b) increase the number of women in leaderships positions
in the IT field, and (c) increase the number of available female mentors in leadership
positions in the IT field who may be available to other women, forming better mentor-
mentee relationships.
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TABLE OF CONTENTS
LIST OF TABLES ............................................................................................................ xii
CHAPTER 1: INTRODUCTION ....................................................................................... 1
Background ..........................................................................................................................2
Problem Statement ...............................................................................................................5
Purpose Statement ................................................................................................................6
Significance of the Study .....................................................................................................7
Significance of the Study to Leadership ..............................................................................8
Nature of the Study ..............................................................................................................9
Research Questions ............................................................................................................12
Conceptual or Theoretical Framework ..............................................................................13
Definitions..........................................................................................................................20
Assumptions .......................................................................................................................22
Scope ..................................................................................................................................23
Limitations .........................................................................................................................24
Delimitations ......................................................................................................................24
Summary ............................................................................................................................25
CHAPTER 2: LITERATURE REVIEW .......................................................................... 28
Title Search ........................................................................................................................29
Literature Gap ....................................................................................................................30
Historical Overview ...........................................................................................................31
Traditional Female Leadership Styles .........................................................................33
Transformational leaders ...................................................................................... 33
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Traditional and nontraditional leaders .................................................................. 34
Gender Differences in the Workplace ..........................................................................35
Mentoring relationships ........................................................................................ 36
Common themes and patterns of female leaders .................................................. 37
Male and female perspectives on gender differences ........................................... 38
Glass Ceiling ................................................................................................................40
Female middle managers ...................................................................................... 41
Discrimination in the workplace ........................................................................... 43
Mentors and Mentoring Relationships .........................................................................44
Mentoring relationship phases .............................................................................. 45
Mentoring relationships and gender ...................................................................... 46
Current Findings ................................................................................................................49
Women and Mentoring ................................................................................................50
Role of mentoring relationship in career advancement ........................................ 51
Stages of mentoring relationships ......................................................................... 53
Importance of mentoring....................................................................................... 54
Barriers to Women’s Advancement .............................................................................55
Stereotyping .......................................................................................................... 56
Glass ceiling .......................................................................................................... 56
Wage Disparity ............................................................................................................58
Leadership Characteristics ...........................................................................................60
Traditional Male Networks ..........................................................................................62
Women Advancing in the Workforce ..........................................................................64
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Gender leadership characteristics ......................................................................... 65
Factors influencing women’s advancement .......................................................... 65
Conclusion .........................................................................................................................67
Summary ............................................................................................................................69
CHAPTER 3: METHODOLOGY .................................................................................... 71
Research Method ...............................................................................................................71
Design Appropriateness .....................................................................................................74
Population ..........................................................................................................................79
Sampling ............................................................................................................................79
Informed Consent...............................................................................................................82
Confidentiality ...................................................................................................................82
Geographic Location ..........................................................................................................83
Data Collection ..................................................................................................................84
Data Collection Process ...............................................................................................86
Data Collection Steps ...................................................................................................87
Instrumentation ..................................................................................................................91
Validity ..............................................................................................................................93
Internal Validity ...........................................................................................................94
External Validity ..........................................................................................................95
Data Analysis .....................................................................................................................97
Summary ............................................................................................................................99
CHAPTER 4: PRESENTATION OF RESULTS ........................................................... 101
Research Questions ..........................................................................................................102
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Sample..............................................................................................................................103
Data Collection and Analysis Procedures ........................................................................104
Overview of Observations .........................................................................................106
Results ..............................................................................................................................107
Demographics—First Round of Structured Interviews .............................................107
Demographics—Second Round of Semistructured Interviews .................................112
Results from the First Round of Interviews .....................................................................113
Category 1: Leadership Preparedness ........................................................................113
Theme 1: Experience. ......................................................................................... 113
Category 2: Mentoring Relationship ..........................................................................115
Theme 2: Support and guidance. ........................................................................ 115
Category 3: Factors Contributing to or Hindering Advancement ..............................117
Theme 3: Opportunity. ........................................................................................ 118
Theme 4: Discrimination. ................................................................................... 120
Theme 5: Old boys’ network. ............................................................................. 122
Category 4: Mentoring Programs and Services .........................................................123
Theme 6: Mentoring programs. .......................................................................... 123
Results from the Second Round of Interviews ................................................................125
Overall Results from the First and Second Rounds of Interviews ...................................127
Triangulation of Leader and Nonleader Interviews ...................................................129
Summary ..........................................................................................................................131
Conclusion .......................................................................................................................134
CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS .................................. 135
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Research Study and Research Questions .........................................................................136
Purpose of First and Second Round Interviews .........................................................137
Categories and Themes ..............................................................................................137
Findings and Interpretations ............................................................................................137
Category 1: Leadership Preparedness ........................................................................139
Theme 1: Experience. ......................................................................................... 139
Category 2: Mentoring Relationship ..........................................................................140
Theme 2: Support and guidance. ........................................................................ 140
Category 3: Factors Contributing to or Hindering Advancement ..............................142
Theme 3: Opportunity. ........................................................................................ 142
Theme 4: Discrimination. ................................................................................... 143
Theme 5: Old boys’ network. ............................................................................. 145
Category 4: Mentoring Programs and Services .........................................................146
Theme 6: Mentoring programs. .......................................................................... 146
Limitations .......................................................................................................................147
Implications......................................................................................................................148
Recommendations ............................................................................................................150
Suggestions for Further Research ....................................................................................151
Summary and Conclusion ................................................................................................153
Contribution of Women to IT Field ...........................................................................153
Leaders and Nonleaders’ Perception .........................................................................154
Perception of the Subsample of Five Leaders ............................................................155
Overall Conclusion ....................................................................................................155
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REFERENCES ............................................................................................................... 157
Appendix A: Informed Consent for Participants 18 Years of Age and Older ................ 178
Appendix B: Participant Identifier .................................................................................. 180
Appendix C: Structured Interview Questions for Women in Leadership Positions ....... 181
Appendix D: Structured Interview Questions for Women in Nonleadership Positions . 183
Appendix E: Semistructured Interview Questions .......................................................... 185
Appendix F: Sample Transcript From First Round of Interviews (Leader) ................... 186
Appendix G: Sample Transcript From First Round of Interviews (Nonleader) ............. 194
Appendix H: Sample Transcript From Second Round of Interviews (Leader) .............. 198
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LIST OF TABLES
Table 1 Leadership Job Category (n = 10) .................................................................... 108
Table 2 Nonleadership Job Category (n = 10) ............................................................... 108
Table 3 Distribution of Sample by Age Category (n = 20) ............................................. 109
Table 4 Distribution of Leaders and Nonleaders by Age Category (n = 10) ................. 109
Table 5 Measures of Central Tendency for Age by Leader and Nonleader Categories . 110
Table 6 Distribution of Sample by Years in IT Field (n = 20) ........................................ 111
Table 7 Distribution of Leaders and Nonleaders by Years in IT Field (n = 20) ............ 111
Table 8 Measures of Central Tendency by Years in IT Field by Leader and Nonleader
Categories ................................................................................................................. 112
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CHAPTER 1: INTRODUCTION
Since the early 1990s, women have steadily moved into the information
technology (IT) business field, driven by the opportunity of a challenging, yet rewarding
career (Scott-Dixon, 2004; Shuttleworth, 1992) that would allow them to advance to
leadership positions. Although women represent approximately 50% of the U.S.
workforce, only 12% are in top leadership positions, 15.7% are senior executives, and
12.4% are on the board of directors in 500 of the major U.S. organizations (Wilson,
2004). Studies demonstrated women in the IT field may feel apprehensive and
discouraged about advancing to leadership positions (Shuttleworth; Sumner &
Niederman, 2003-2004; Wellington, Kropf, & Gerkovich, 2003). Studies reported the
female labor force is growing at a fast pace (Baroudi & Igbaria, 1994-1995; Igbaria &
Baroudi; 1995; Meyerson & Fletcher, 2000); therefore, women may be afforded
increased opportunities to advance to leadership positions, provided that organizations
offer additional mentoring programs and support services to their female employees.
The qualitative case study explored and identified the patterns and types of
obstacles women in the IT field experience in advancing to leadership positions. The
study focused on two groups of women, one in leadership (10 cases) and the other in
nonleadership (10 cases) positions, in the IT field in the eastern United States. The case
study also explored the mentor-mentee relationship of female organizational leaders in
the IT field and its nature on the advancement of women to leadership positions. Chapter
1 presents the general and specific problem, the purpose of the study, the significance of
the study, the research method and design used to guide the qualitative case study, the
2
conceptual or theoretical framework, and the contribution of the qualitative case study to
women who want to advance to leadership positions and build mentoring relationships.
Background
Men traditionally advance to senior leadership positions at a faster rate than
women and earn a higher salary than women in the same position (Gerhart & Rynes,
1991). Although women are advancing to top leadership positions, less than 2% of these
women are in Fortune 500 companies; a disproportionately low number of these women
are in senior organizational leadership positions with respect to the total number of
employees (Wellington et al., 2003; Wentling, 1996). Meyerson and Fletcher (2000)
reported 10% of senior managers in Fortune 500 companies were women and fewer than
4% of the women fell into the ranks of chief executive officers (CEOs), chief operating
officers (COOs), and executive vice presidents.
Since the 1990s, the number of women coming into the labor force rose steadily
(Bennett, 2002; Igbaria & Baroudi, 1995). In 1998, the Catalyst group noted although
men and women are on the same level when entering an organization, within 5 or 6 years
women’s careers start to lag behind the careers of the men they started with (O’Neill &
Blake-Beard, 2002). One reason women are slow to advance to leadership positions is
women do not always know leadership positions are available (Wellington et al., 2003,
pp. 18-19). Women are sometimes discouraged from pursuing leadership positions by
their colleagues and management, who feel women will not be able to perform in
leadership positions (Wellington et al.).
Women have made considerable progress in advancing to the same leadership
positions as men, although only a small percentage of women have achieved senior
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leadership positions (Miller & Lemons, 1998; Wentling, 1996). “Although there has been
a sizeable increase in the percentage of female corporate officers in the United States in
recent years, the number of women who hold line officer positions . . . is still meager
compared with men holding such jobs” (Wah, 2000, p. 7). Gregory (2003) found it
unlikely that during a woman’s work career she would be promoted to a line officer
position that might ultimately lead to a senior leadership position. Although women
continue to be underrepresented in leadership positions, better opportunities may arise for
women to advance to leadership positions in other industries, which may increase the
number of female mentors (Ragins, Townsend, & Mattis, 1998).
The low number of women in leadership positions leads to fewer female mentors
(Bass, 1990). The small number of available female mentors in leadership positions limits
the role models and opportunities for women to advance to leadership positions (Ragins
et al., 1998). The opportunities for women to advance to leadership positions are
generally hampered by stereotyping, a shortage of female mentors, “informal networks of
support” (Rhode, 2003, p. 7), and a rigid working environment. In a study of female
leaders, Wellington et al. (2003) determined some of the barriers for women advancing to
leadership positions included (a) exclusion from informal networks, (b) stereotyping, (c)
lack of mentoring, (d) shortage of role models, (e) commitment to personal or family
responsibilities, (e) lack of accountability on the part of senior leadership, and (f) limited
opportunities for visibility (p. 19).
CIO Insight reported the proportion of male IT leaders greatly exceeds the
proportion of female IT leaders by a margin of 86.1 to 13.9% (D’Agostino, 2003).
Although women have made considerable progress in advancing to senior organizational
4
leadership positions, such as CEOs, chief information officers (CIOs), and senior vice
presidents in the IT field, differences in gender, demographics, behavior, and treatment
have created barriers in the workplace (Kaminski & Reilly, 2004). As a result of these
barriers, women in the IT field continue to be underrepresented (Rhode, 2003; Sumner &
Niederman, 2003-2004), especially in senior leadership positions (Baroudi & Igbaria,
1994-1995; Igbaria & Parasuraman, 1997; Scott-Dixon, 2004).
The underrepresentation of women may occur because in most cases women
rarely attain leadership roles in the IT field, in IT companies, or in companies with IT
divisions (Shuttleworth, 1992). People in other industries who may find this qualitative
case study useful include (a) women in IT who want to advance to leadership positions,
(b) female leaders who want to help other women break the glass ceiling and advance to
leadership positions, (c) all leaders, male and female, who want to create opportunities
for advancement for women in IT and in other fields where women experience
difficulties in breaking the glass ceiling, and (d) all leaders, male and female, who want
to create opportunities for advancement for members of other underrepresented groups in
terms of the mentoring and support needed to advance to leadership positions. By
understanding the issues and support needed for employees to advance to leadership
positions, organizational leaders in the IT and non-IT fields may use the qualitative case
study as a point of reference to guide employees to advancing to the top of their fields.
The advancement of women to leadership positions is an important social concern
to address for women who want to break through the obstacles of stereotyping, exclusion
from networks, a lack of mentoring, and a shortage of role models. Women who are just
entering the workforce should understand barriers to advancing to leadership positions
5
and equality with men in the workplace still exist (Gregory, 2003). An increase in the
number of women in leadership positions will give rise to new strategies for existing
organizations. An increase in the number of women in leadership positions may change
responsibilities from one particular group to many groups, which will provide both men
and women equal opportunities to become leaders (Wilson, 2004).
Problem Statement
Historically, research showed women have not advanced as rapidly as men into
top leadership positions (Lyness & Thompson, 2000). The gender gap in the workplace is
even more prevalent in the IT field, where there is a predominance of male employees in
both management and nonmanagement positions (Kaminski & Reilly, 2004). The
disparity of career advancement and salary between men and women is even greater for
women who work in the IT field, throughout all levels in the organization (Kaminski &
Reilly). The specific problem for the qualitative case study is a lack of sufficient
knowledge about the patterns and types of obstacles women in the IT field experience in
the workplace, which may make it more difficult for organizations to address barriers to
women’s advancement in the workplace. A richer and more detailed understanding of
women’s experiences may help organizations build support systems and guidance
programs for women to use and advance steadily through the management ranks. More
female leaders in the IT field may give rise both to more female mentors and mentees and
to increased leadership opportunities leading to top management positions.
The qualitative case study explored and identified the patterns and types of
obstacles women in the IT field experience in advancing to leadership positions. The
study focused on two groups of women, one in leadership (10 cases) and the other in
6
nonleadership (10 cases) positions, in the IT field in the eastern United States. The case
study also explored the mentor-mentee relationship of female organizational leaders in
the IT field and its nature on the advancement of women to leadership positions. The
qualitative case study used several data collection methods, such as observations,
interviews (Creswell, 2002), and pretesting of the instrument. The population for the
study consisted of women in leadership and nonleadership positions in the IT field.
Purpose Statement
The purpose of the qualitative case study was to explore and identify the patterns
and types of obstacles women in the IT field experience in advancing to leadership
positions. The study focused on two groups of women, one in leadership (10 cases) and
the other in nonleadership (10 cases) positions, in the IT field in the eastern United
States. The case study also explored the mentor-mentee relationship of female
organizational leaders in the IT field and its effect on the advancement of women to
leadership positions.
A qualitative case study was selected over other qualitative methods because the
basis of the qualitative case study was to explore the specific obstacles women in the IT
field experience in advancing to leadership positions by analyzing data collected through
a variety of methods to develop an in-depth understanding about a particular
phenomenon. In a qualitative case study design, certain themes can be identified by
reviewing the sequencing of events and paying attention to details (Neuman, 2003).
These themes help to identify the patterns and types of obstacles, as well as the nature of
the mentor-mentee relationship of female organizational leaders in the IT field.
7
The data collection methodology for the qualitative case study design included
observations, interviews (Creswell, 2002), and pretesting of the instrument to obtain an
in-depth understanding of the problem. The data analysis methods of content analysis and
NVivo 7 software were used to analyze the data from the interviews and observations of
the participants for common themes in the experiences of female leaders in IT
organizations and the nature of their mentoring relationships. The case study included an
in-depth analysis of women in the IT field in the eastern United States.
Structured interviews and observations were conducted with the sample of 20
women. A subsample of 5 women in leadership positions in the IT field was selected
from the group of 10 leaders to participate in semistructured in-depth interviews and
observations. In the qualitative case study, the patterns and areas for improvement in
mentoring relationships and new paths for women to take in breaking through to
leadership positions within IT organizations were described and developed.
Significance of the Study
In the United States, “the technology sector is the fastest-growing industry . . . and
the [IT] field has been the biggest driver of economic expansion in recent years. . . .
[M]en have traditionally dominated this industry” (Book, 2001, p. 7). The shortage of
women in the labor force in the IT field (Baroudi & Igbaria, 1994-1995; Lee, 2003;
Moody, Beise, Woszczynski, & Myers, 2003; Shuttleworth, 1992; Wellington et al.,
2003; Wentling, 1996) and women breaking through the glass ceiling (Blake-Beard,
2001; Walkup, 2000) were the subjects of extensive research. The research literature on
women in the workforce does not address the obstacles women in the IT field experience
in advancing to leadership positions. Exploration and identification of the patterns and
8
types of obstacles women in the IT field encounter in advancing to leadership positions is
important because organizational leaders in the IT field may use this information to show
women how to overcome obstacles in the workplace.
An understanding of the nature of the mentor-mentee relationship and how this
relationship influences the advancement of women to leadership positions may give
organizational leaders in the IT field guidance on the actions they should take to advance
women to leadership positions. By examining and exploring patterns associated with
women in the IT field, the study findings may also provide information that may help
women IT and non-IT leaders and nonleaders, as well as women in other organizational
fields, advance to leadership positions and become mentors for new and existing
employees in the workplace. The study results may be transferable to women in
leadership positions outside of the IT field because the women may have experiences
similar to women in the IT field.
Significance of the Study to Leadership
The results of the study expand the existing body of knowledge about leadership,
women in the workplace, and female mentoring relationships. The results may raise the
awareness of the patterns and difficulties encountered in advancing to leadership
positions and the perception of how mentoring programs and services affect movement
from one leadership position to another. The results of the qualitative case study may
expand the current knowledge base in the literature of women in the workplace by
providing leaders with an understanding of the benefits of advancing women to
leadership positions (Morrison & Von Glinow, 1990). Female leaders who advance to
leadership positions may bring distinctive qualities, such as inspiring other leaders, an
9
ability to learn from mistakes, a different problem-solving style that incorporates a team
approach, and a readiness to take and accept risks (Greenberg & Sweeney, 2005). The
female leaders who advance to leadership positions may also share their personal work
experiences and insights with current and future leaders and become mentors for other
people who may want to advance to leadership positions.
Nature of the Study
The purpose of the qualitative case study was to explore and identify the patterns
and types of obstacles women in the IT field experience in advancing to leadership
positions. The nature of the qualitative study was to explore and gain a richer and more
detailed understanding (Creswell, 2002) of the factors that influence women’s
advancement in the IT field, the characteristics of the mentor-mentee relationships, and
how women IT leaders perceive the nature of mentoring programs and services that affect
the advancement of female organizational leaders in the IT field.
In contrast to a quantitative methodology, where data are collected “with a set
instrument to measure distinct variables” (Creswell, 2002, p. 55), a qualitative
methodology requires the collection of data through interviews, observations, reviews of
documents, and audio-visual materials (Creswell, 2002). A qualitative method was
chosen over other research methods because the study explored patterns and themes
regarding the barriers to advancement, lack of mentoring, and shortage of role models of
women in the IT field. Comprehensive interviews and observations were conducted and
recorded to collect data about female leaders’ experiences in advancing to leadership
positions.
10
In qualitative case studies, researchers review a series of events over a period of
time and pay close attention to details to identify certain themes (Neuman, 2003) that will
help to develop a detailed understanding of a phenomenon. By using several data
collection methods and analyzing the resultant data, the qualitative case study revealed
the nature of the phenomenon of women’s advancement to leadership positions in the IT
field. Salkind (2003) posited case studies are used in a distinctive way to capture
information relating to the way humans behave based on a number of reasons:
(a) Case studies focus on only one individual or one thing… which allows for
very close examination and scrutiny and the collection of a great deal of detailed
data . . . ; (b) Case studies encourage the use of several different techniques to get
the necessary information ranging from personal observation, to interviews of
others who might know the focus of the case study . . . ; (c) There is simply no
way to get a richer account of what is occurring than through a case study . . . ;
and (d) While case studies do not necessarily result in hypotheses being tested,
they suggest directions for further study. (p. 213)
The case study design was used to explore and identify the patterns and types of
obstacles, as well as to explore the mentor-mentee relationship of two groups of women,
one in leadership (10 cases) and the other in nonleadership (10 cases) positions, in the IT
field in the eastern United States. A case study design was chosen because it is the most
appropriate design to accomplish the goals of the qualitative case study compared with
other qualitative designs. A qualitative case study supported the accomplishment of the
study goals by employing multiple data collection methods, such as conducting in-depth
interviews and observations to gather information used to explore patterns and types of
11
obstacles women face in advancing to leadership positions. Although there are other
qualitative designs, the qualitative case study was well suited to accomplishing the study
goals of exploring and gaining an in-depth understanding of the phenomenon of women’s
difficulties in advancing to leadership positions and the mentor-mentee relationship of
women.
There are several types of qualitative studies. Ethnographic studies focus on a
particular group for an extended period of time to understand “another way of life from
the native point of view, . . . moving from what is heard or observed to what is actually
meant” (Neuman, 2003, pp. 366-367). In a grounded theory study, a theory is developed
by comparing data between diverse groups while collecting data (Neuman). In a
phenomenological study, the lived experiences of the participants are examined through
the comprehensive account given by the participants (Creswell, 1994).
A qualitative case study is the preferred method when exploring current events,
despite the fact that the related actions of the participants cannot be controlled (Yin,
2003b). Yin (2003b) suggested in a qualitative case study the researcher interviews and
directly observes the events being performed by the participants. This qualitative case
study used how questions (Yin, 2003b) to explore and identify the patterns and types of
obstacles women encounter in advancing to leadership positions and the nature of the
mentor-mentee relationship on the advancement of women to leadership positions in the
IT field. Yin (2003b) indicated that how questions are likely to be used in case studies to
identify and explain how relationships are traced over a period of time.
The data for the qualitative case study were collected from the in-depth interviews
and observations of 20 cases. Five women in leadership positions in the IT field were
12
selected from the overall sample of 20 women to also participate in semistructured in-
depth interviews and observations. In-depth interviews and observations are commonly
used in case studies and were used to collect, analyze, and interpret the observations of
the participants (Yin, 2003b). Yin (2003b) suggested the most important aspect of a
research design is to ensure the evidence has a relationship to the research questions.
Yin (2003b) posited for a case study, five parts of a research design are important:
(a) the case study questions; (b) the case study propositions, if any; (c) the case study’s
unit(s) of analysis; (d) the logic linking the data to the propositions; and (e) the criteria
for interpreting the findings. Regarding the case study questions, the type of questions
plays a part in the type of research method used in the study and should be clarified early
in the research process (Yin, 2003b). Yin (2003b) indicated some case studies may have
good reasons for not having propositions, such as experiments and surveys that may use
the design for an exploratory study to state the purpose and criteria of the study.
The case study units of analysis define the case. The units of analysis for this
qualitative case study were the women observed and interviewed. The logic linking the
data to the propositions are the patterns and themes identified in the study. Yin (2003b)
noted there is no particular technique of setting the criteria for interpreting the findings
and posited the difference in patterns may be interpreted by comparing two opposing
propositions.
Research Questions
The focus of the qualitative case study was to explore and identify the patterns
and types of obstacles women in the IT field experience in advancing to leadership
positions. The case study also explored the mentor-mentee relationship of female