Not available / text

The purpose of this study was to understand some of the lived experiences of seven African American faculty members in predominantly white faith-based institutions and to draw on these experiences to provide insight into how recruitment and retention efforts can increase African American presence. Information was gathered to answer the following questions: 1) Who are these African American individuals and why have they chosen to serve in faculty positions at predominantly white faith-based institutions? 2) What are their experiences, perceptions, and recommendations in regards to the recruitment and retention of African American faculty members at predominantly white faith-based institutions?A phenomenological approach and multiple semi-structured interviews were used to understand the stories of the seven participants. Individual narratives were written to share each African American voice. The stories were further analyzed as a group to uncover the following five themes:1. God's Plan and Purpose - Relationships with God call and sustain African American faculty members.2. God's Blessings - Relationships with students provide joy in times of struggle.3. God's Grace - Relationships with colleagues provide support.4. God's Challenge - Building diverse relationships requires personal and institutional commitment.5. God's Connections - Connections and relationships with external and internal sources are needed to increase recruitment.Faculty recommendations were categorized as following (listed Appendix D):1. Demonstrate institutional commitment to faculty diversity by creating a Statement of Diversity Commitment.2. Include minority resources in all recruitment activities.3. Build relationships with African American students that encourage them to return after further studies.4. Use African American faculty and staff as resources to attract qualified African American faculty.5. Convey your institution's commitment to diversity in application materials and interviews.6. Use challenges (location, finances, perceptions of Christian institutions, etc.) as obstacles that will be overcome, not used as excuses.7. Use "the call" and "God's will" as an additional university attraction. 8. Find and hire the best African Americans.9. Welcome African American families and help them in their transition. 10 Address tenure issues in ways that capitalize the strengths of African American faculty and scholars.11. Go to God about faculty diversity. / Department of Educational Studies

This dissertation examines the discourse generated by students and teachers at an American missionary school in Constantinople (Istanbul) between 1871, the year the school was founded, and 1923, the year of the Ottoman Empire's end and the Turkish Republic's beginning. From its position as religious proselytizer in a locale that was not a Western colony, the American College for Girls (also known as Constantinople Woman's College) gradually re-presented itself as a secular, independent institution of higher learning that offered a modem education in the English language to Ottoman women of diverse religious and linguistic backgrounds. The College's re-imaging occurred in response to local conditions: although missionaries had found Protestant evangelism to be largely ineffective, many Ottoman families desired a Western education for their daughters. In addition, the American female teachers in Constantinople found intellectual and professional opportunities for their own development that they likely would not have had access to in the United States. Thus, the Americans' moderation of their religious rhetoric occurred in response to: 1) their role within the shifting objectives of the missionary movement; 2) the demands of their Ottoman clientele for a Western-style education for women; and 3) their personal desires to preserve their professional status as college-level educators. Nonetheless, in its pedagogical discourse and in its depictions of students, the College's rhetorical production exhibits racialized views of "nation" as well as an Orientalist, in Edward Said's meaning of the term, view of the school's role as Western educator. Similarly, the College's continual blurring of the designations of "race" and "nation," in which the students are always viewed within their racialized, "national" identities, exemplifies Homi Bhabha's categories of colonial ambivalence and mimicry. This dissertation, while acknowledging the American teachers' complicity in the construction and repetition of Orientalist discourse and the Ottoman students' internalization of this racializing discourse, also problematizes current postcolonial theoretical assumptions by identifying a mutuality of purpose within the discourse of the Ottoman students and the American teachers in the non-colonial but still "Oriental" late Ottoman Empire. / Department of English

The purposes of this study were to analyze and synthesize the research findings on the MMPI performance of blacks and to determine the relationship between demographic variables and the MMPI performance of black college students. A comprehensive review of the literature revealed that blacks and whites differ in MMPI performance, with blacks generally scoring higher than whites, especially on scales F, 8 and 9. Hypotheses about the reasons for these differences included greater psychopathology among blacks and racial differences in socioeconomic factors.The research findings did not support the first hypothesis. No association was found between black-white MMPI differences and greater psychopathology among black subjects. Factor studies of the items to which blacks and whites respond differently indicated that black-white NMPI differences reflect racial differences in values, perceptions and expectations, rather than racial differences in psychological adjustment. It was found that some MMPI scales do and others do not discriminate among levels and types of abnormality among blacks. However, it was found that the white-based MMPI norms are invalid for the assessment of blacks and black-based MMPI norms have not been developed. These findings suggest that the MMPI scales do not contain the most effective item combinations for efficient discrimination among blacks. The use of white MNPI norms to interpret the MMPI profiles of blacks was shown to have negative consequences for black individuals, the psychological professions, the scientific community, and the American society. Of several proposed solutions to this problem, the most effective seemed to be the use of the present MMPI item pool to construct and validate MMPI scales for the black population.The findings of some studies of deviant groups suggested that black-white MMPI differences and the MMPI scores of blacks may be associated with education and other socioeconomic factors. To test this hypothesis in a group of normal subjects, the MMPI and a demographic questionnaire were administered to 205 black females (n=126) and males (n=79) attending two predominantly black southern colleges. Canonical correlation analysis and multiple regression analysis were used to determine the relationships between 25 NMPI scale scores and 15 demographic variables. The highest levels of significance obtained were reported, and probabilities greater than .05 were considered nonsignificant. The following results were obtained: (a) The variance in MMPI scale scores was due primarily to sex and secondarily to geographic region of the students' present residence. (b) Sex accounted for 55 percent of the variance of scale 5 scores; and also influenced scores on scales 3, Es, 1 and Dy, accounting for 2 to 5 percent of the variance. (c) Females scored higher on scales 5, 3, 1 and Dy, and lower on Es than did males. (d) Geographic region accounted for 12 percent of the variance of scores on Es; and also influenced scores on scales 7, Dy, A, Pr, Ca, K, 2, 8, Re, 1 and 0, accounting for 3 to 6 percent of the variance. (e) Southern residents ncorol lower on scales K, Es and Re, and higher on scales 7, Dy, A, Pr, Ca, 2, 8, 1 and 0 than did nonsouthern residents. (f) Family size accounted for 4 to 5 percent of the variance of scores on scales 8, 7, A and St; education accountedfor 6 percent of the variance of scores on scale 3; and childhood residence accounted for 6 percent of the variance of scores on scale Ca. (g) Relationships between MMPI scores and age, income, urban-rural present residence, marital status, church membership, and church attendance accounted for less than 3 percent of scale score variance. (h) No relationship was found between MMPI scores and number of children, number of siblings, and preference for the dominant black religious denomination (Baptist).

Typescript. / Thesis (Ph. D.)--University of Hawaii, 1969. / Bibliography: leaves [90]-97. / 97 l illus

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Feb. 28, 2008). Directed by Hephzibah Roskelly; submitted to the Dept. of English. Includes bibliographical references (p. 136-144).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 100-103). Also available via the Internet.

Thesis (M.S.)--Eastern Illinois University, 2008. / Includes bibliographical references (leaves 74-78).

Thesis (M.A.)--Bowling Green State University, 2008. / Document formatted into pages; contains xi, 103 p. Includes bibliographical references.