The retention of African American faculty at predominantly White institutions (PWI) has long been a point of concern in higher education. Midwest Community College (MCC), a PWI, 2-year public institution, has a problem of retaining African American faculty employed by the college. The purpose of this study was to explore the perceptions of African American faculty retention practices at MCC since little is known about the African American faculty experience at PWIs. Delagado and Stefancic's critical race theory conceptual framework of counter storytelling, Whiteness as property, interest conversion, and critique of liberalism guided this study. A qualitative case study research design was implemented for this study with research questions about the perceived issues of African American faculty and administrators' retention practices at MCC. Four African American faculty and 4 African American administrators answered questions to an interview. Interviews, observation of interviewees, archival review, and field notes constituted the data collection techniques. A qualitative research process of manual data and inductive thematic analysis was implemented in this study. Key findings developed from the themes with implications for changes to organizational culture as well as faculty recruitment and retention practices. Policy recommendations include: the appointment of a Diversity Office designee to the Joint Advisory committees; faculty recruitment through the development of a minority faculty recruitment program; faculty retention through the development of a minority faculty success retention program, along with parallel diversity training for all MCC employees. This study would promote social change by offering focused practices for hiring and retaining African American faculty.

The retention of African American faculty at predominantly White institutions (PWI) has long been a point of concern in higher education. Midwest Community College (MCC), a PWI, 2-year public institution, has a problem of retaining African American faculty employed by the college. The purpose of this study was to explore the perceptions of African American faculty retention practices at MCC since little is known about the African American faculty experience at PWIs. Delagado and Stefancic's critical race theory conceptual framework of counter storytelling, Whiteness as property, interest conversion, and critique of liberalism guided this study. A qualitative case study research design was implemented for this study with research questions about the perceived issues of African American faculty and administrators' retention practices at MCC. Four African American faculty and 4 African American administrators answered questions to an interview. Interviews, observation of interviewees, archival review, and field notes constituted the data collection techniques. A qualitative research process of manual data and inductive thematic analysis was implemented in this study. Key findings developed from the themes with implications for changes to organizational culture as well as faculty recruitment and retention practices. Policy recommendations include: the appointment of a Diversity Office designee to the Joint Advisory committees; faculty recruitment through the development of a minority faculty recruitment program; faculty retention through the development of a minority faculty success retention program, along with parallel diversity training for all MCC employees. This study would promote social change by offering focused practices for hiring and retaining African American faculty.

The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.