Stephanie J. Jones, Ed.D.

Education

• Ed.D. in Higher Education, Texas Tech University
• M.Ed. in Educational Technology, University of Texas Brownsville
• M.B.A. in General Business with focus in Information Systems & Quantitative Sciences, Texas Tech University
• B.B.A. in Management and Information Systems & Quantitative Sciences, Texas Tech University

Affiliations:

• Women and Gender Studies, Texas Tech University
• STEM Core, Member

Research Interests

Dr. Jones' research focuses on community colleges, leadership, as well as access within higher education organizational structures, with specific interest in faculty success. Her current research explores the intersections of faculty experiences based specifically around gender. This work has recently evolved to a more focused view of the systemic issues that occur within organizational structures that prevent women, whether students, faculty, or staff, from thriving in the working environment. Much of her research is framed around the culture and climate of organizations and how systematically they can be addressed to transform higher education institutions to ones that are equitable. Her current theoretical work is framed by systems theory, organizational theory and learning, and social role theory.

Recent/Selected Publications

Pal, T. R., & Jones, S. J. (accepted). End of a presidency: Perceptions of Derailed Leaders Based on Gender. Journal of Women & Gender in Higher Education.

Jones, S. J., & Pal, T. R. (2022). Social Role and Role Congruity Influences on Perceived Value of Women's Leadership at Southwestern Research Universities. Journal of Women in Educational Leadership. 283, 1-35. DOI: 10.32873/unl.dc.jwel.207

Jones, S. J., & Pal, T. R. (2021). Men's Perceptions of the Value of Women Leaders in Higher Education. Advancing Women in Leadership Journal, 40, 108-119.

Pal, T. R., & Jones, S. J. (2020). Effects of the Culture and Climate of Doctoral-granting Institutions on the Career Aspirations of Women Midlevel Student Affairs Professionals. Journal of Women and Gender in Higher Education, 13(1), 16-26.

Hicks, J. & Jones, S. J. (2019). Achieving Institutional Sustainability through Relevancy. Zoe Thornton (Ed). New Directions for Community Colleges, 187, 31-40.

Palmer, E. M.*, & Jones, S. J. (2019). Woman-woman Mentoring Relationships and their Roles in Tenure Attainment. Journal of Women and Gender in Higher Education, 12(1), 1-17.

Jones, S. J. (2017, Winter). Supporting the Mission through Dual Enrollment. In K. Wilson & R. Garza-Mitchell (Eds). Forces shaping community college missions. New Directions for Community Colleges, 180, 75-83.

Johnson, A.*, & Jones, S. J. (2017). An Instrumental Case Study Analysis of Anticipatory Leadership Practices in Community Colleges. Community College Journal of Research and Practice, 1-16.

Jones, S. J., Warnick, E. M.*, & Palmer, E. M.* (2016). Environmental Barriers and their Effects on the Perceptions of Women on the Tenure Track. NASPA Journal About Women in Higher Education, 9(1), 21-38.

Jones, S. J., Warnick, E. M.*, & Taylor, C. M. (2015). Identification of Institutional Genderedness through Organizational Operations: An Analysis of Community College Working Environments. NASPA Journal About Women in Higher Education, 8(1), 1-16.

Jones, S. J., & Palmer, E. M.* (2011). Glass Ceilings and Catfights:  Career Barriers for Women in Academia. Advancing Women in Leadership, 31, 189-198. 

*Work with Graduate Students

Funded Grants

Jones, S. J. (PI), Tindle, K. (Co-PI), Millerick, K. M. (Co-PI), Canas-Carrell, J. (Co-PI), & Galyean, M. (Co-PI). NSF-ADVANCE-ADAPTATION: Advancing Equity through Systemic Strategies to Improve Leadership, Departmental Collegiality, and Data Transparency at Texas Tech University (funded $976,173 – September 1, 2020-August 21, 2023).