In 2023, women still make less money than men for the same job, including in the field of student affairs within higher education. In this qualitative, phenomenology of sociology study I investigated the experiences of 12 women mid-and-senior-level administrators as they discussed encounters with gender bias. Several themes were discovered through the study, exposing gender bias existing as barriers such as underrepresentation and adverse treatment of women. Additional themes included existing concerns about gender bias. The findings revealed how cultural norms and infrastructure challenges perpetuate gender bias toward women in mid-and- senior-level administrator roles in the following ways: preference for masculine behaviors; limited value of leadership; lack of support and connections; and advice to be oneself conflicts with the ability to make progress. Another finding within this context emerged, namely that manage and lead are misused interchangeably. Anchored by the Four Frame theory and looking through the DEI lens, recommendations included several components of taking a new approach in our profession. We need to build a plan to eliminate gender bias; this involves all stakeholders acknowledging and addressing the impact of gender bias and valuing, supporting, and empowering women as integral parts of our student affairs culture and environment. [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.]