Download or read book Second in Command Examining the Factors that Impact the Career Advancement of Black Women Chief Academic Officers written by Tamika Lashay Wordlow and published by . This book was released on 2018 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the field of higher education, Black women are underrepresented in executive and senior-level positions that lead to the presidency. In considering the traditional pathway to the presidency for women leaders, tenured full professor to senior administrator positions such as chief academic officer, factors that may impact advancement need to be reviewed. The purpose of this study was to examine the lived experiences of Black women chief academic officers and provosts at four-year, public, doctoral degree-granting institutions (but not historically Black colleges and universities) by exploring factors, personal or professional, that may hinder and/or support career advancement. Jerlando Jackson's (2004) Engagement, Retention, and Advancement model, which presents the necessary components to engage, retain, and ultimately advance Black professionals within higher education, was used as the theoretical framework. This qualitative study used the narrative research tradition. The three participants selected for this study shared information regarding their journey into and experience while serving in the position of chief academic officer/provost. Themes were presented and then examined in relation to the Engagement, Retention, and Advancement model.

Download or read book Examining the Factors Influencing Female African American Doctoral Students to Select Higher Education Leadership as a Career written by Rosalynn Martin and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The objective of this study was to identify reasons why African American women who are enrolled in higher education administration doctoral programs become senior higher education leaders, i.e., college presidents, chief academic officers, and vice-presidents. This study applied the Social Cognitive Career Theory (SCCT) to examine these reasons. The research population included female African American doctoral students enrolled in higher education administration programs from 12 institutions located in the southern United States. Using multistage sampling, a sample of 29 was established. Data were collected using the SCCT survey questionnaire which consisted of five parts: self-efficacy, outcome expectations, vocational interests, barriers, and supports. Reliability was assessed using Cronbach's Alpha. To analyze the data, statistical methods and SPSS software were used. Results indicated that self-efficacy is positively associated with vocational interests, supports-social, and human capital. In addition, outcome expectations-satisfaction is positively associated with vocational interests and supports-human capital. Further, outcome expectations-power is positively associated with supports-human and social capital. Additionally, vocational interests holds a negative association with barriers-discrimination and advancement and a positive association supports-human capital. Practical implications and future research are discussed.

Download or read book A Study of Factors Affecting the Advancement of Black Faculty and Staff at Predominantly White Institutions written by Tiffany T. Hughes and published by . This book was released on 2020 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: In institutes of higher education (IHEs), opportunities for career advancement may depend upon multiple factors, including race, gender, and leadership positions. Promotions and hiring in the workplace can be challenging, particularly in higher education at predominantly white institutions. Addressing diversity in higher education requires those in hiring positions to acknowledge the need for diversity, to understand and appreciate the data, and to review the research indicating a disparity among employees. The purpose of this study is to obtain a greater understanding of opportunities for advancement for Black female faculty, and staff members at a Predominantly White Institution (PWI). The study adopted a survey research design with focus on the population of Black women faculty and staff at a single PWI in the Southeastern United States.

Download or read book From Diplomas to Doctorates written by V. Barbara Bush and published by Taylor & Francis. This book was released on 2023-07-12 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is designed to illuminate the educational experiences of Black women, from the time they earn their high school diplomas through graduate study, with a particular focus on their doctoral studies, by exploring the commonalities and the uniqueness of their individual paths and challenges. The chapters of this volume newly identify key factors and experiences that shape Black women’s engagement or disengagement with higher education.The original research presented here – using an array of theoretical lenses, as well as qualitative and quantitative methods – not only deepens our understanding of the experiences of African American women in the academy, but also seeks to strengthen the academic pipeline, not only for the benefit of those who may have felt disenfranchised in the past, but for all students.The contributors eschew the deficit-focused approach – that implies a lack of social and cultural capital based on prior educational experiences – adopted by many studies of non-dominant groups in education, and instead focus on the strengths and experiences of their subjects. Among their findings is the identification of the social capital that Black women are given and actively acquire in their pre-collegiate years that enable them to gain greater returns on their educational investments than their male peers. The book further describes the assistance and the interference African American women receive from their peers during their transition to college, and how peer interactions shape their early college experiences, and influence subsequent persistence decisions.Whether studying how Black women in the social and natural sciences navigate through this often rocky terrain, or uncovering the extent to which African American women doctoral students access postsecondary education through community colleges, and their special needs for more mentoring and advising support, this book provides researchers and graduate students with rich information on how to successfully engage and succeed in the doctoral process.It also demonstrates to women faculty and administrators how they can become better navigators, guides, and advocates for the African American women who come after them.

Download or read book Black Women in the Academy written by Sheila T. Gregory and published by University Press of America. This book was released on 1999 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This revised and updated edition of Black Women in the Academy adds updated data on the status of Black faculty women, a forty-four-page bibliography, and a new chapter on the status of international faculty women from twenty different countries, to the only study of the decisions of African-American women to remain in, return to, or voluntarily leave the academy. Sheila Gregory creates a conceptual framework from economic, psychosocial, and job satisfaction theories to construct a model to explain the factors that affect the decision patterns influencing career mobility. She uses a survey of the members of the Association of Black Women in Higher Education to illustrate to what degree the designated variables predict decision patterns. Gregory's analysis focuses on the women who remained in the academy, noting that those who did remain were usually successful high-achievers who managed to overcome numerous obstacles involving career and family. The author also provides an outline detailing how to attract and retain talented Black women scholars, along with possible interventions that might help interinstitutional mobility.

Download or read book Examining the Degree of Influence Various Factors Have on the Professional Advancement of African American Women written by Leslie P. Wills and published by . This book was released on 2009 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book An Issue of Representation written by Maura Chinaelotam Eze-Usher and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores obstacles to career advancement faced by black female staff in Higher education. Through interviews and surveys, key factors impacting this population are identified and a solution is proposed in the form of an action plan. Interviews exposed the issue of isolation, lack of support, and a need for early training for both employees and supervisors. The proposed action plan adopts an Africentric model of community building to provide a structure to address the three identified themes. This study contributes to an area of research with limited attention. University diversity, equity, and inclusion (DEI) efforts routinely focus on diversifying faculty and student populations, while excluding staff. This mixed method research study addresses how the creation, implementation, and maintenance of a self-governing support structure is beneficial to the culture of the campus and expands the DEI recruitment and retention efforts ordinarily reserved for faculty and students.

Download or read book Career Experiences of Black Women Faculty at Research I Universities written by Frederica Maria Hendricks and published by . This book was released on 1996 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the career experiences of 103 Black women faculty at Research I institutions. In the past, research that has examined "minority" faculty has not reported gender and reports on the participation of women in higher education fail to examine the impact of race or ethnicity on the data. A comprehensive questionnaire was developed and sent to Black women faculty at 41 major research universities in the United States. Characteristics of their educational, professional, and personal backgrounds were examined. Additionally, the study describes and analyzes the women's critical career experiences, barriers (institutional, personal, and professional) to academic progress, perceptions of the university environment and satisfaction with an academic career. It was found that the women in this study were generally satisfied with their careers in academia. The data suggests that as rank increases life satisfaction increases as well. Moderately high correlations between personal and career satisfaction were found. It was also found that critical career experiences could be grouped into 10 major categories: (1) Professional Accomplishments/Honors; (2) Positive Encouragement or Support; (3) Having or Being a Mentor; (4) Realizing or Experiencing Discrimination Based on Race; (5) Obtaining Research Funding; (6) Spirituality; (7) Obstacles Preventing Career Advancement; (8) Personal Factors; (9) Professional Development Opportunities; and (10) Realizing or Experiencing Discrimination Based on Sex. It was concluded that (1) Mentors and role models play an integral part in the professional success of Black women faculty; (2) Some Black women faculty lack clarity on tenure and promotion requirements and are unaware of how and where to appropriately distribute their time and efforts. The results of this study provide support for investigating a specific occupational group. The current investigation reduced the homogenization of university faculty by recognizing the interaction of race and gender. Additionally, the results of this study underscore the need and importance of: (1) faculty development programs; (2) departmental support; (3) mentorship; (4) collaboration; (5) praise and recognition for scholarly achievements; (6) more female faculty of color in positions of leadership. Specific recommendations for universities attempting to attract and retain Black women faculty are given.

Download or read book Career Development Experiences of Black Women Presidents at Historically Black Colleges and Universities written by Shatrela Berthel Washington-Hubbard and published by . This book was released on 2018 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the career development experiences of Black women presidents at HBCUs in order to understand their experiences and provide women and organizations with support in navigating these lived experiences. The research questions guiding the study were as follows: 1. What are the career paths of Black women presidents at Historically Black Colleges and Universities? 2. What factors encourage or discourage the career development of Black women presidents at Historically Black Colleges and Universities? This was a qualitative study in which a sample of nine current or former Black women presidents of HBCUs agreed to participate in an hour long interview to discuss their career paths and factors that influenced their career development. The data revealed three major themes. The first theme was that sociocultural influences impacted the career paths of the women. The second theme was that the career paths of the women were non-linear and self-directed. Their career paths did not follow the typical path of college presidents. The final theme was that the women's career development was negatively affected by intersectionality and the patriarchal structures of higher education. As a result of patriarchal structures and intersectionality, the women were subjected to implicit biases, isolation, and a lack of development opportunities within their institutions. The three main conclusions drawn from this study are as follows: 1.) Career paths of Black women presidents at HBCUs are non-linear, multifaceted, and self-directed as women accepted positions that they could get even if those positions did not directly align with their career paths. 2.) The career development of Black women presidents at HBCUs was affected by the patriarchal structures of higher education and the intersectionality of race and gender, which subjected them to implicit biases, isolation, and lack of development opportunities within their institutions. 3.) The career development of Black women presidents at HBCUs was continuously fueled by a desire to fulfill a purpose and enhanced by mentors and networks, albeit these systems of support were largely not within their institution.

Download or read book An Examination of Factors Impacting the Career Decisions of Black Women in Management Positions at US Institutions of Higher Education written by Kimberly McKinsey-Mabry and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book African American Leadership and Mentoring Through Purpose Preparation and Preceptors written by Pichon, Henrietta Williams and published by IGI Global. This book was released on 2021-12-10 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: The lack of African Americans in leadership roles within the academy creates a real crisis in the leadership pipeline. One of the problems could be that the pathways to leadership for African Americans are less visible. They can see the end result but may be less clear about how to get there. Oftentimes, understanding these pathways to leadership is less academic in nature and more informal and/or relational. Thus, the relationship between leadership and mentorship for African Americans is especially important to advancing in the academy. Further guidance and understanding of steps to advancement from established African American leaders in the academy is therefore needed. African American Leadership and Mentoring Through Purpose, Preparation, and Preceptors provides an exhaustive exploration of leadership and mentorship through purpose, preparation, and preceptors. This edited book explains how to identify ways that individuals can strengthen their career trajectory, determine strategies to employ for career advancement, establish lasting and impactful connections with key stakeholders per career aspirations, provide guidance for individuals seeking advancement within the academy, and explore current theoretical and practical nuances with regard to research, literature, and application of leadership and mentorship of African Americans in the academy. Covering topics such as cross-racial mentorship, emotionally intelligent leadership, and African American leaders, this text is ideal for teachers, faculty, university administrators, leaders in education, aspiring future leaders, researchers, academicians, and students.

Download or read book My Pathway to the Professoriate written by Habiba Braimah and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Black women’s pathway into the professoriate is an area of academic research that has been largely understudied. Contemporary research investigating the lack of representation of Black women in the professoriate reveal that the underrepresentation of Black women in faculty positions is the result of complex and intersecting factors, including historical, structural, and systemic issues (Croom, 2017; Dade et al., 2015; Davis & Brown, 2017; Evans, 2016; Fields, 2020; Garrett et al., 2023; Kelly et al., 2017; Patton & Haynes, 2018). Though these studies offer critical insights into the racially gendered biases and institutional barriers Black women experience in the academy, limited research is available on how these barriers may appear for Black women as they navigate the academic job market. As a result, in this research study, I investigated the experiences of Black women in their pursuit of a career in the academy. Drawing upon the theories of Black Feminist Thought (Collins, 1989; 2000), institutional racism (Carmichael & Hamilton 1967), and gendered racism (Philomena Essed1991), I introduced institutionalized gendered racism as my conceptual framework to provide context for the distinctive challenges faced by Black women within higher education institutions. I define institutionalized gendered racism as a specific form of racism that intersects with gender-based discrimination, shaping the longstanding institutional policies and practices embedded into the structural systems of colleges and universities. I argued that investigating the experiences of Black women during the academic job search process can provide valuable insights into their persistent underrepresentation in academia.

Download or read book Intersectional Identities and Educational Leadership of Black Women in the USA written by Sonya Douglass Horsford and published by Routledge. This book was released on 2016-04-08 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume examines the educational leadership of Black women in the U.S. as informed by their raced and gendered positionalities, experiences, perspectives, and most importantly, the intersection of these doubly marginalized identities in school and community contexts. While there are bodies of research literature on women in educational leadership, as well as the leadership development, philosophies, and approaches of Black or African American educational leaders, this issue interrogates the ways in which the Black woman’s socially constructed intersectional identity informs her leadership values, approach, and impact. As an act of self-invention, the volume simultaneously showcases the research and voices of Black women scholars – perspectives traditionally silenced in the leadership discourse generally, and educational leadership discourse specifically. Whether the empirical or conceptual focus is a Black female school principal, African American female superintendent, Black feminist of the early twentieth century, or Black woman education researcher, the framing and analysis of each article interrogates how the unique location of the Black woman, at the intersection of race and gender, shapes and influences their lived personal and/or professional experiences as educational leaders. This collection will be of interest to education leadership researchers, faculty, and students, practicing school and district administrators, and readers interested in education leadership studies, leadership theory, Black feminist thought, intersectionality, and African American leadership. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

Download or read book Women in Command written by Dena Whipple and published by . This book was released on 2020 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The role of the community college chief academic officer (CAO) is undergoing a significant change in the twenty-first century due to an evolving higher education environment. Community colleges are facing continuous enrollment declines, have fewer financial resources to draw upon, and are under an increasing amount of external pressure, leaving senior leaders with a new set of challenges. Simultaneously, women are moving into the role of the community college CAO at a faster pace than their counterparts at four-year institutions. The purpose of this interpretive phenomenological analysis was to examine the leadership experiences of women chief academic officers at community colleges within the State University of New York (SUNY) system. SUNY's 30 community colleges make up nearly half of its 64 campuses. Eight women, currently serving as a community college CAO, participated in this study through a semi-structured interview and were asked to describe their leadership experiences as a CAO. The Synergistic Leadership Theory served as the theoretical framework through which to view the participants' responses. This study found that the role of the community college CAO, with respect to the women who serve in it, is evolving and increasing in its responsibilities, identified essential skills needed by today's CAOs, indicated that the participant's viewed their gender as a challenge, discovered there is no CAO role-specific training, and noted the majority of these women are not pursuing a college presidency. Recommendations center on the need for: additional preparation for the role of CAO, an increase in national awareness about the current literature and trends on this population of leaders, further development of opportunities to support a transition to a college presidency, and updated curriculum within doctoral coursework and programs, particularly those aligned with community college leadership"--Author's abstract.

Download or read book A Study of Black Women Professors and the Multiple Factors that Influence Their Career Aspirations to Administrative Positions written by Carolyn D. Stone and published by . This book was released on 1997 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Study of Career Advancement of African American Women in Higher Education Administration written by Andrea Delores Sidney-Wilson and published by . This book was released on 1997 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pathways to Higher Education Administration for African American Women written by Tamara Bertrand Jones and published by Taylor & Francis. This book was released on 2023-07-03 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: For Black women faculty members and student affairs personnel, this book delineates the needed skills and the range of possible pathways for attaining administrative positions in higher education.This book uses a survey that identifies the skills and knowledge that Black women administrators report as most critical at different stages of their careers as a foundation for the personal narratives of individual administrators’ career progressions. The contributors address barriers, strategies, and considerations such as the comparative merits of starting a career at an HBCU or PWI, or at a public or private institution.Their stories shine light on how to develop the most effective leadership style, how to communicate, and the importance of leading with credibility. They dwell on the necessity of listening to one’s inner voice in guiding decisions, of maintaining integrity and having a clear sense of values, and of developing a realistic sense of personal limitations and abilities. They illustrate how to combine institutional and personal priorities with service to the community; share how the authors carved out their distinct and purposeful career paths; and demonstrate the importance of the mentoring they received and provided along the way. A theoretical chapter provides a frame for reflecting on the paths traveled. These accounts and reflections provide enlightenment, inspiration, and nuggets of wisdom for all Black women who want to advance their careers in higher education.