The implications of the Queen Bee Syndrome matter greatly in higher education as women in higher education come well prepared; however, they may not be ready for the lack of support from female colleagues and may have increased intentions to quit their current jobs in response to unpleasant experiences. Due to this, further study is required in order to improve workplace culture in higher education.

Addressing the Queen Bee Syndrome in Academia discusses the Queen Bee Syndrome and the relationships between women in higher education settings, as well as their paths to leadership positions. Covering key topics such as bullying, sisterhood, intimidation, and gender bias, this premier reference source is ideal for administrators, policymakers, scholars, researchers, academicians, practitioners, instructors, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Bullying
Criticism
Gaslighting
Gender Bias
Higher Education
Intimidation
Punishment
Queen Bee Syndrome
Relational Aggression
Sisterhood

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Editor/Author Biographies

Karis L. Clarke is a Professor, Director, and Assistant Dean of the Graduate School of Education at Touro University California who works to prepare educators to meet the needs of all students locally, nationally, and internationally. Karis is a passionate educator cultivating the growth and development of educators. For 10+ years Karis has driven the development of teacher education with oversight of training programs instructional strategies, curriculum planning, and accreditation. As a leader and mentor, she fosters dynamic and high performing instructional environments to enhance the student experience and sustain retention. She further encouraged growth by collaborating cross-functionally with internal and external constituencies to drive strategic direction while articulating the institutional mission. Dr. Clarke is a certified early childhood teacher, elementary supervisor, elementary principal, and superintendent in South Carolina and holds Elementary Education (P-5) and Educational Leadership-Tier II certification in Georgia. She taught pre-kindergarten, second grade and third grade in the Beaufort County School District (Beaufort, South Carolina). She has served as an instructor and university supervisor at Winthrop University; Assistant Professor, Coordinator, Title III Activity Director, and Interim Director of Teacher Education at Morris College; Director of Teacher Education at Columbia College; Associate Professor, Department Head of Early Childhood Education and Elementary Education at Anderson University, Associate Professor and Department Chair of Educational Leadership at Clark Atlanta University, and Education Consultant. Karis holds a B.A. in political science from Florida A&M University, M.A.T. in early childhood education from the College of Charleston, Ed.S. and Ed.D. in educational administration from South Carolina State University. She has also completed post bachelor’s work at Florida State University.

Noran L. Moffett is the son of a deceased World War II veteran, the late Rev. M.J. Moffett, and a mother, Alice E. Moffett, who retired as a school cafeteria manager. Dr. Noran L. Moffett, at the time of this book's publication was serving as a tenured Professor of Education in the Department of Educational Leadership of the College of Education at Fayetteville State University. He has formerly served in roles of Associate Dean and professor at within the educational discipline at two Educator Preparation Programs (EPPs) during the reaffirmation of their NCATE Legacy Visits. His service to the field of education includes membership past and present in different education organizations and associations. As of July 1, 2019, Dr. Noran Moffett was elected as Vice Chair of the Accreditation Council for the Council for the Accreditation of Educator Preparation (CAEP). He has served in the role of a professor and adviser for dissertation studies of doctoral students at institutional settings of his direct appointment, and as an external member on dissertation committees of doctoral students at other institutional settings. Noran also views research on graduate and undergraduate educational scholarship and practice as sacrosanct to the future of the academic enterprise. Dr. Moffett’s educational philosophy is as follows: “I am an educational evangelist and I believe that the purpose of educational preparation in higher education should be to ensure that we prepare future educators to serve as advocates for the children with the least opportunity, so they can compete with the children with the greatest opportunity as contributors to the global community.”

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