Education Commons^™

Perceptions Of Maxine Smith Fellows On Barriers That Contribute To The Underrepresentation Of African Americans In Faculty And Administrative Positions At The Tennessee Board Of Regents, Sidney R. Hill

Electronic Theses and Dissertations

African Americans are underrepresented in full-time faculty and administrative positions at Tennessee Board of Regents (TBR) institutions. This study examined the perceptions of 11 Maxine Smith Fellows on the underrepresentation at TBR institutions and provides recommendations that could assist in increasing representation of African Americans in full-time faculty and administrative positions.

A qualitative method was used for the study. Each participant was required to participate in a recorded SKYPE interview. The researcher transcribed the interviews and analyzed the data using coding to derive overarching themes that provided findings based upon the research questions.

Based upon the analysis of data, the …

Invisible Ink: An Analysis Of Meaning Contained In Gender, Race, Performance, And Power Discourses, Susan A. Griggs

Electronic Theses and Dissertations

The number of females in senior level leadership positions in higher education is substantially fewer than males. Yet female students in these same institutions represent over half the population (National Center for Educational Statistics, 2010). The leadership gender gap is a phenomenon that has undergone numerous studies in search of reasons and solutions. Yet the gap remains. One cause of the underrepresentation of women in higher education leadership is ideological views regarding gender and leadership that result in stereotypes regarding who qualifies for leadership, what leadership behaviors are deemed best, who exhibits those behaviors, and what happens when those stereotypes …

Institutional Factors Contributing To The Under-Representation Of African American Women In Higher Education: Perceptions Of Women In Leadership Positions, Kimberly Ann Robinson

Electronic Theses and Dissertations

he purpose of this basic qualitative study was to examine the lived experiences of African American women who have obtained senior leadership positions in Predominantly White Higher Education Institutions. Data were collected through open-ended, phenomenological-oriented interviews with 12 African American women holding senior level positions in both academic and student affairs in the north and southeast parts of the United States. This study focused on the perceived institutional barriers that have contributed to the under-representation of African American women in higher education senior administration and strategies that were used to overcome perceived barriers. Critical Race Theory was used as a …