ERIC Number: EJ1090973
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
African American Faculty Expressing Concerns: Breaking the Silence at Predominantly White Research Oriented Universities
Ross, Henry H.; Edwards, Willie J.
Race, Ethnicity and Education, v19 n3 p461-479 2016
A Delphi method was used with a panel of 24 African American faculty employed at 43 predominantly white doctoral extensive universities to arrive at a group consensus on a list of concerns that African American faculty in general experienced or held. Using the Delphi method a panel of African American faculty initially worked from a list of eight concerns (i.e., lack of mentor; little guidance about the tenure and promotion process; social isolation and lack of collegiality; excessive and token committee assignments; research viewed as trivial and discounted; little guidance about the academic workplace; limited opportunities to participate in departmental and institutional decision making; and infrequent occasions to assume leadership positions) to the development of a list of 13 concerns after employing three rounds of the Delphi method. The implication from the expressing of these concerns is that universities have a portion of their faculty that are yet experiencing racism, subtle and even overt discrimination. This study serves as a clarion call that some universities are not being as successful at achieving diversity and inclusiveness as they declare or think.
Descriptors: African American Teachers, College Faculty, Whites, Institutional Characteristics, Delphi Technique, Work Environment, Teacher Attitudes, Racial Discrimination, Mentors, Universities, Tenure, Faculty Promotion, Social Isolation, Collegiality, Departments, Participative Decision Making
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A