Literaturnachweis - Detailanzeige
| Autor/in | McBride, Tiffany N. |
|---|---|
| Titel | You're on Mute: The Communicative Experiences of Black Females on the Outside and Inside of the Academic Ivory Tower |
| Quelle | (2023), (157 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3794-3343-7 |
| Schlagwörter | Hochschulschrift; Dissertation; African American Teachers; Women Faculty; Predominantly White Institutions; Interpersonal Communication; Teacher Recruitment; Teacher Selection; Tenure; Racism; College Environment; College Faculty |
| Abstract | Although institutions of higher education have set goals to increase faculty diversity, researchers note the continued challenge for faculty of color, specifically Black females. While there is a significant amount of literature on the lived experiences of Black women faculty at predominantly White institutions (PWIs), there has been little research on their communicative behaviors such as nonverbal communication and expressing their feelings, needs and wants as a potential faculty member. The research problem of this study focused on is the small percentage of Black female faculty representation at PWIs and the communication experiences of Black female faculty during the recruitment, hiring, and tenure process. The purpose of this qualitative narrative inquiry was to understand what, if any, communicative behaviors exist between hiring committees at PWIs and the hiring experiences of Black female faculty at those institutions. Further, this study sought to provide solutions to help create consistent communication throughout the hiring process to support recruitment efforts of Black female faculty. Use of purposive sampling and semi-structured interviews facilitated the collection of information about how Black female faculty in tenured or tenure track positions recalled their communicative experience at PWIs. Utilizing the frameworks of muted group communication theory, critical race and Black feminist thought as lenses, the findings identified that the seven participants experienced some form of a communication barrier throughout their process of entering academia. Issues of diversity, learning how to navigate White spaces while being Black, and the overall inconsistencies of communication between the participant, department, and university played a major role in participants' job outlook as professors. Consequently, examples of racial microaggressions and campus climate issues caused most of the participants to feel they were silenced or muted throughout the hiring process, resulting in unwillingness to voice concerns about departmental or university issues they faced. Recommendations for future research include considering research within different disciplines; more specifically participants in the area or field of STEM related disciplines who might have a different story or perspective in comparison to a participant from the social sciences or the arts. The difference in disciplines could very well have an impact on how the participants' perspective was towards any of the storyline and therefore cause a different outcome of responses. In addition to the difference in disciplines, a comparison between traditional (four year institutions) and nontraditional universities (community colleges or trade schools) and exploring the concept of tokenism. Lastly completing a study that focuses on the communicative behaviors of Black women faculty vying for faculty positions at historically Black colleges and universities. [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 | 2024/1/01 |
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