A Qualitative Ethnographic Study of African American Leadership in Higher Education Administration

Autor/in	Glenn, Scott
Titel	A Qualitative Ethnographic Study of African American Leadership in Higher Education Administration
Quelle	(2010), (197 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-1600-9
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Interviews; African American Leadership; Mentors; Ethnography; College Administration; Administrator Attitudes; Barriers; Administrators; African Americans; Males; Females; Cultural Differences; Cultural Awareness; Cultural Pluralism; Educational Practices; College Faculty; Stakeholders; Goal Orientation; Educational Objectives; Institutional Mission; Cooperation; Job Performance; Job Applicants; Delaware; New Jersey; Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Ethnografie; College administrators; Hochschulverwaltung; Afroamerikaner; Male; Männliches Geschlecht; Weibliches Geschlecht; Kultureller Unterschied; Cultural identity; Kulturelle Identität; Kulturpluralismus; Bildungspraxis; Fakultät; Zielorientierung; Zielvorstellung; Educational objective; Bildungsziel; Erziehungsziel; Co-operation; Kooperation; Work performance; Arbeitsleistung; Bewerber
Abstract	The qualitative ethnographic study involved exploring the educational, background, and professional experiences of senior-level African American administrators in higher education. The following research question guided the exploration of the experiences and perceptions of African American administrators in higher education from the Mid-Atlantic States (New Jersey, Pennsylvania, and Delaware): What are the professional barriers that slowed the progress of African American employees in higher education obtaining leadership positions as administrators? The participants, through purposeful selection, were five African American female and five African American male senior-level administrators in higher education. Transcribed semi structured interviews yielded the data, and NVivo 8 software aided in assessing the data. Six themes epitomized the main findings of the study: lack of African American representation in higher education administration, lack of African American mentors, underestimating the importance of diversity, insufficient hiring pools, additional job duties, and racial barriers. The recommendations within this study include establishing a sound diversity board, diverse mentoring program, and diversity awareness. Implementation of the recommendations may change the practices of higher education so that all qualified staff, educators, administrators, and stakeholders can work in a collaborated manner, making the vision, mission, and goals of the institution easier to achieve. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10