Diversity in Higher Education: Positive Motivational Factors for African Americans Pursuing Doctoral Degrees to Acquire Tenured Faculty Positions

Autor/in	Overton, Kirby C.
Titel	Diversity in Higher Education: Positive Motivational Factors for African Americans Pursuing Doctoral Degrees to Acquire Tenured Faculty Positions
Quelle	(2018), (122 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Findlay
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-9133-7
Schlagwörter	Hochschulschrift; Dissertation; Diversity (Institutional); Higher Education; Motivation Techniques; African American Students; Graduate Students; Doctoral Degrees; Institutional Characteristics; College Faculty; Tenure; Females; Critical Theory; Race; Disproportionate Representation; Minority Group Students; Private Colleges; Whites + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Motivationsförderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Doctoral degree; Doktorgrad; Fakultät; Amtszeit; Beschäftigungsdauer; Weibliches Geschlecht; Kritische Theorie; Rasse; Abstammung; Privathochschule; White; Weißer
Abstract	African Americans make up approximately 6% of full-times faculty members within higher education compared to the student body of African American students being 15.3% of the student population (U.S. Department of Education, 2014; U.S. Department of Education, 2015). This phenomenological research is focused on the positive motivational factors of current African American tenure-track and tenured faculty members at private predominately White Institutions within the Midwest and the potential impact they have on African American students. Limited research has been conducted on this topic with much of the research being narratives of the struggles that African Americans have experienced while obtaining their doctoral degrees and the difficulties that faculty members face during the tenure process. This qualitative study was conducted using semi-structured interviews with four African American tenure-track and tenured female faculty members at private predominately White institutions in the Midwest. Findings were analyzed using Critical Race Theory and included themes consisting of motivation, interest convergence, marginalization, and impact. Recommendations were given from a critical perspective and based on the findings of this study. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01