Ed.D. Dissertations

Date of Award

Fall 11-1-2016

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Julie McCann, Ph.D.

Content Specialist

La’Toya Thomas-Dixon, Ed.D.

Content Reader

Lori Sanchez, Ed.D.

Keywords

African American, barriers, bias, career advancement, critical race theory, diversity, faculty, institutional barriers, male, microaggression, predominantly White institution, promotion, racism, recruitment, retention

Abstract

The purpose of this qualitative study is to explore the lived experiences of African American male faculty at community colleges in the Pacific Northwest. Regional data mirrors national statistics denoting the low number of faculty of color working at state-funded community colleges. The literature reviewed for this study suggests that African American male faculty experience racism and gender bias during their academic career journeys. This study sought insight from five African American male faculty to answer the overarching research question: What are the possible perceived institutional barriers that contribute to the underrepresentation of African American male faculty? These individuals were purposefully selected because their race, gender, and current professional position in higher education qualified them to provide important insights into the phenomenon being studied. Three methods of data collection were used in this study: (a) a biographical questionnaire, (b) semistructured interviews, and (c) field notes. Using critical race theory as the basis of analysis, this study suggests that African American male faculty at public, two-year, predominantly White institutions in the Pacific Northwest face institutional barriers to advancement based on race and gender. Institutions of higher education may find the results of this study helpful as they examine their practices and policies and purposefully create sustainable strategic diversity initiatives.

Share

COinS