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ERIC Number: ED224368
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 22
Abstractor: N/A
Reference Count: N/A
White Faculty at Historically Black Institutions: A Pilot Study.
Brown, Charles I.; Donovan, Dolores M.
A profile of white faculty members at Fayetteville State University (FSU) was developed and compared with data on white teachers at Morehouse College, Atlanta, Georgia, a historically/predominantly black institution of similar size. The objective was to ascertain if the difference in cultural settings between the two colleges (small town vs. metropolitan area) influenced choice of employment, assessment of students, professional activities in addition to teaching, and desire to stay with present position. Based on questionnaire responses of 23 white FSU teachers (15 male and 8 female), it was found that the respondents were more likely to be married (57 percent), between 40-44 years old, doctorate degree holders (78 percent), employed full-time, and teaching within their area of specialization, and to have had 11.5 years of teaching experience, 8.1 years of which were at the undergraduate level. Prior to employment at FSU, the white teachers had attended school with black pupils/students (91.3 percent, elementary through graduate school), but were not likely to have been taught by black faculty (43 percent). The need for employment was the main reason for seeking employment at FSU, and most of the teachers were sufficiently rewarded by the position to consider teaching at historically/predominantly black colleges for the remainder of their careers (86 percent). Similarities were found in the reasons the white FSU and Morehouse faculty sought employment, their assessment of the caliber of students being taught, their publishing record, and level of job satisfaction. Lists of colleges attended by the respondents and their academic specialties are appended. (SW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A