Career Experiences of Black Women Faculty at Research I Universities
Author | : Frederica Maria Hendricks |
Publisher | : |
Total Pages | : 206 |
Release | : 1996 |
ISBN-10 | : OCLC:123551575 |
ISBN-13 | : |
Rating | : 4/5 (75 Downloads) |
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.