Statistically, women are more likely to earn a doctoral degree in higher education but are less likely to attain tenure in postsecondary institutions. Historically, women have been tied to traditional norms that society has placed on them where they are believed to be housewives and responsible for housework. Therefore, academia has continued to practice that stereotypical mindset which has made it difficult for women to succeed in colleges and universities. Women in higher education are less likely to obtain tenured positions compared to their male counterparts. The purpose of this qualitative study is to explore gender discrimination female faculty face when trying to attain tenured positions in higher education, understand why this occurs, and propose solutions to this issue. This study is designed to explore why and how female faculty face gender discrimination during their tenure-track years and if any programs have been developed or could exist to support them during this time. The conceptual framework for this dissertation has derived from the feminist theory, which is defined as inequality and injustice of gender that creates a difference of power. This study utilized a qualitative research approach that helped the researcher understand different concepts, opinions, and experiences of human subjects. For this study, a phenomenological research design was conducted. This research study used semi-structured interviews to collect data. The sample size consisted of 12 participants for the in-depth interviews; six participants were male, and six participants were female. The population of this study came from the tenure-track and tenured female and male faculty at the school. To avoid bias during the analysis of data, the researcher practiced bracketing. Overall, the researcher concluded that this study supports the feminist theory because of the various traditional norms that have and are presently practiced at the university. Many unintentional gender biases continue to be practiced in academia that causes women to struggle with maintaining a work-life balance. The researcher believed a training should be developed and presented to the top-tier leadership within the institution to educate them about the challenges being faced by their faculty and possible long-term solutions that can omit unintentional biases in academia. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]