To Stay or To Go: A Comparison of Factors Influential in the Decisions of African American Faculty to Remain at Two Elite Southern Research Universities

Siegel, David J.; Barrett, T. Gregory; Smith, Theophus H.

doi:10.7709/jnegroeducation.84.4.0593

Cited by 3 publications

(1 citation statement)

References 42 publications

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“…During the past decade, American universities have made concerted efforts to develop campus environments that represent the diversity of the general population. Efforts to recruit and retain students, faculty, and staff from underrepresented minorities have intensified on college and university campuses (Barrett & Smith, 2008; Siegel, Barrett, & Smith, in press). Mentoring has been identified as a method to both facilitate retention of minority students and promote professional growth and development of minority professionals (Davidson & Foster-Johnson, 2001; Patton, 2009; Tillman, 2001).…”

Section: Resultsmentioning

confidence: 99%

African American administrators at PWIs: Enablers of and barriers to career success.

Gardner¹,

Barrett²,

Pearson³

2014

Journal of Diversity in Higher Education

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Despite literature emphasizing the importance of their presence on college campuses to minority student success, African American administrators are severely underrepresented in higher education. The purpose of this qualitative study was to explore the lived experiences of successful African American student affairs administrators at predominantly White institutions and factors that serve as enablers of and barriers to their career success. Beginning with a conceptual framework derived from the scholarly literature, 3 constructs were identified: (a) adjustment issues, (b) institutional factors, and (c) career dynamics. Following IRB approval, the authors identified a purposive sample of 14 successful African American student affairs administrators-4 women and 10 men-from predominantly White institutions. Length of experience in the field ranged from 5 to 27 years. Long semistructured interviews were conducted with the research participants. Data were coded to the conceptual framework with a phenomenological approach used to account for unanticipated and emerging issues. Findings for adjustment issues/enablers included the importance of mentoring relationships, healthy self-image and motivation, and social networks and family support. Adjustment issues/barriers included perceptions of prejudice and feelings of separateness or difference. Institutional factor/enablers are commitment to diversity (including recruitment strategies) and compensation/work conditions/resources. The institutional factor/barrier was discrimination. Career dynamics/enablers included professional preparation and undergraduate involvement in student affairs. The career dynamics/barrier was advancement opportunity. Implications for institutions wishing to increase African American administrator representation are presented.

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Section: Resultsmentioning

confidence: 99%

African American administrators at PWIs: Enablers of and barriers to career success.

Gardner¹,

Barrett²,

Pearson³

2014

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

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Academics of colour in elite universities in the UK and the USA: the ‘unspoken system of exclusion’

Bhopal

2022

Studies in Higher Education

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The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States

Phillips

Kasztelnik

2021

BEL

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This qualitative descriptive study explored what community college administrators and faculty described as being effective recruitment and retention methods for faculty at community colleges in the Northeastern United States. This study answered two research questions: what recruitment methods do administrators and American faculty at community colleges describe as being effective in the recruitment of American faculty? Also, what retention methods do administrators and American faculty at community colleges describe as being effective in the retention of American faculty? The researcher applied critical race theory to form a framework for best practices in recruiting and retaining American faculty. Data were obtained by interviewing six American faculty and surveying seven community college administrators employed at Massachusetts community colleges who were selected using purposive sampling and community college online staff directories. Using MAXQDA data analysis software, the researcher initiated data analysis using thematic analysis. Data were organized and analyzed to identify codes, categories, and themes. Data analysis resulted in six themes: hiring processes, faculty diversity, recruitment strategies, work environment, student and faculty relationships, and retention strategies. The findings of this study can benefit community college personnel by recommending recruitment and retention strategies to effectively recruit and retain American faculty. There was limited research and data available related to the recruitment and retention of African American male faculty at community colleges. The faculty and administrator participants of this study provided rich data on effective recruitment and retention methods for African American male faculty at community colleges. The critical race theory theoretical framework was summarized. Theoretical and practical implications emerged. Based on the data and new insights, implications for future research were discussed.

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To Stay or To Go: A Comparison of Factors Influential in the Decisions of African American Faculty to Remain at Two Elite Southern Research Universities

Cited by 3 publications

References 42 publications

African American administrators at PWIs: Enablers of and barriers to career success.

African American administrators at PWIs: Enablers of and barriers to career success.

Academics of colour in elite universities in the UK and the USA: the ‘unspoken system of exclusion’

The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States

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