Jay Halfond: You oversee HERS, which was formed in 1972 and now has over 6,000 women who participated in professional development opportunities. I can’t imagine anyone who knows more about the changes for women in higher education. What have you observed?

Gloria Thomas: Going into graduate school, I saw very few women in leadership roles, especially among deans and other senior leaders, or on governing boards. Perhaps 15 to 20% of presidents were women. Now it’s up to about a third. I recall being at the American Council on Education, in the 8th floor ladies’ room or after our meetings, as my chance to have a conversation with some of the few female presidents who were on our commissions. And now female presidents are numerous enough for HERS to host a presidents’ retreat.

Colleges and universities are powerful engines of knowledge creation, civic engagement, and social, economic, and political power and influence. Higher education is too vital to be ignored or sidelined—it must lead the charge for progress and innovation, even when it draws scrutiny or criticism from politicians and pundits. HERS prepares leaders to choose their battles wisely and approach them with strategic resolve to ensure that higher education remains a force for transformative change.

Jay Halfond: Among university faculty and staff, we have moved to about 60 percent women, nationally, reflecting the growth of female enrollments. But not yet, as you say, among university presidents.

Gloria Thomas: Yes, we have yet to achieve parity in university leadership roles. And we’re still seeing the horrific treatment of women leaders—and their public lashings and ousting. Leaders at some of the regional institutions are treated horrifically as well—not only the case with women, but especially with women of color. We are still building the pipeline for female leaders, while supporting those who have become presidents.

Jay Halfond: We are speaking the day before the presidential elections, but regardless of the outcome, we are facing many challenges, including the incredible retrenchment taking place because of enrollment decline and pressures from trustees, that are having an impact on higher education leadership.

Gloria Thomas: Yes, and we are seeing an attack on diversity, equity and inclusion. We need to ensure that those with different identities are succeeding. Someday, we can look forward to becoming raceless and genderless, but I don’t know how long it will take us to get there.

Now, because of the political turmoil, some are asking who would want leadership jobs? Why should I want to advance even higher? With all the negativity around the role, we are helping our participants find wherever they belong. We need people to find those rewards and reinforce their original calling. Is a different population of leaders needed, perhaps different from those we have? Thicker skin, maybe? I don’t know.

Jay Halfond: I’m concerned the vast array of institutions we have in America is somewhat at risk. There has been a decline of single-sex schools, while some schools have merged into large mega-universities. What do you think of this consolidation?

Gloria Thomas: I think the reality is, institutions are closing at about 2% a year. Roughly about 100 institutions annually. And they’re struggling financially. And struggling to keep enrollments up. We’re not being innovative enough to think about who’s next to fill these seats.

Unfortunately, it’s just when the demographics are shifting that support for higher education institutions is waning. Each school has a personality and a purpose. A lot of the smaller HBCUs are closing just at a time where a lot of your regional institutions are trying to grasp onto that HSI category.

Jay Halfond: Let’s talk about equity a little bit. I’d like to get a better sense as to what you mean by that and what are the levers to improve the equitability of higher education.

Gloria Thomas: At HERS, we apply an equity lens to our curricula, exposing inequities in higher education through data and trend analysis. Our approach focuses on strategies for dismantling barriers for historically marginalized groups—whether by race, socioeconomic status, disability, or other factors—ensuring access and opportunities for all to thrive. For example, modules on budget, finance, and strategic planning prioritize equity and inclusion as foundational principles.

Recent HERS Leadership Institute discussions have addressed challenges like the rollback of diversity, equity, and inclusion (DEI) initiatives, exploring how to sustain this critical work by embedding support into new spaces and frameworks and using different language. Our mission remains clear: to prepare leaders to serve those facing the greatest challenges and ensure their success, even as institutional structures shift.

Jay Halfond: It sounds like HERS will continue to survive and thrive.

Gloria Thomas: As long as there is a need to advance equity in higher education, and particularly among those who lead institutions, HERS will be here to serve.