An Examination of Factors Impacting the Career Decisions of Black Women in Management Positions at US Institutions of Higher Education PDF Download
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Author: Kimberly McKinsey-Mabry
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
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Author: Kimberly McKinsey-Mabry
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages :
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Author: Sheila T. Gregory
Publisher: University Press of America
ISBN: 9780761814122
Category : Education
Languages : en
Pages : 244
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Book Description
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.
Author: Tamara Bertrand Jones
Publisher: Taylor & Francis
ISBN: 1000979458
Category : Education
Languages : en
Pages : 101
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Book Description
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.
Author: Tamika Lashay Wordlow
Publisher:
ISBN:
Category :
Languages : en
Pages : 155
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Book Description
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.
Author: V. Barbara Bush
Publisher: Taylor & Francis
ISBN: 1000979598
Category : Education
Languages : en
Pages : 173
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Book Description
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.
Author: Rosalynn Martin
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 380
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Author: Logan, Stephanie R.
Publisher: IGI Global
ISBN: 1668446278
Category : Education
Languages : en
Pages : 280
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Book Description
Black women in higher education continue to experience colder institutional climates that devalue their presence. They are relied on to mentor students and expected to commit to service activities that are not rewarded in the tenure process and often lack access to knowledgeable mentors to offer career support. There is a need to move beyond the individual resistance strategies employed by Black women to institutional and policy changes in higher education institutions. Specifically, higher education policymakers and administrators should understand and acknowledge how the race and gender makeup of campuses and departments impact the successes and failures of Black women as they work to recruit and retain Black women graduate students, faculty, and administrators. Black Women Navigating Historically White Higher Education Institutions and the Journey Toward Liberation provides a collection of ethnographies, case studies, narratives, counter-stories, and quantitative descriptions of Black women's intersectional experience learning, teaching, serving, and leading in higher education. This publication also provides an opportunity for Black women to identify the systems that impede their professional growth and development in higher education institutions and articulate how they navigate racist and sexist forces to find their versions of success. Covering a range of topics such as leadership, mental health, and identity, this reference work is ideal for higher education professionals, policymakers, administrators, researchers, scholars, practitioners, academicians, instructors, and students.
Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 468
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Author:
Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 528
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