Researchers have documented the underrepresentation of women in leadership positions in higher education in the United States and across cultures as an attempt to address potential workplace inequalities (Berkinshaw & White, 2017; Hornak & Garza-Mitchell, 2016; Stead, 2013; Tessens et al., 2011). Gender-based inhibition in the advancement process, specifically the perceived occurrence among women, is the phenomenon of specific interest in this study. The purposes of this phenomenological study were to summarize and better understand the shared experiences of women who have served in decision- or policy-making capacities in the field of higher education and to generate strategies that allow the more effective representation of female voices in leadership and policy-making. This qualitative, phenomenological study deciphered common themes in experiences and perceptions shared via survey, semi-structured interviews, and focus group sessions based at a public university campus in the mid-Atlantic region. Participant criteria emphasized campus policy-making experience as department chair, dean, or other departmental leadership positions. This study examined 12 female participants' leadership experiences, focusing on observations throughout advancement. Documentation of the gender phenomena affecting female higher education leaders informs the development of strategies to support the equal representation of genders in policy and decision-making processes and efforts to support female advancement in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]