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| Autor/in | Perna, Laura W. |
|---|---|
| Titel | The Role of Historically Black Colleges and Universities in Preparing African Americans for Faculty Careers. |
| Quelle | (1999), (34 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Black Achievement; Black Colleges; Black Education; Black Institutions; Careers; College Faculty; College Outcomes Assessment; Faculty College Relationship; Faculty Evaluation; Faculty Integration; Higher Education; Reference Groups; Socialization; Socioeconomic Influences |
| Abstract | This study examined the role that historically black colleges and universities (HBCUs) play in preparing or socializing African American faculty. Using data from the 1992 National Study of Postsecondary Faculty, the research sample (n=1,522) included African Americans, with faculty status and some instructional duties, who were employed full time in fall 1992. The study sought to compare the characteristics of African American faculty who earned bachelor's or doctoral degrees from HBCUs with those of other African American faculty, and examined to what extent earning a degree from an HBCU related to research productivity and to satisfaction and control over one's work. Four conclusions were drawn: (1) Earning a degree from an HBCU is unrelated to preparation or socialization of African American faculty; (2) HBCUs may be important producers of faculty in the fields of education, science, mathematics, and engineering; (3) a substantial portion of African Americans educated by HBCUs return as faculty members; and (4) the role of the HBCU in preparing African Americans for faculty careers has changed over time. Seven tables summarize the data. (Contains approximately 60 references.) (CH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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