Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2008. / Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Steve Michael. Keywords: Hispanic Faculty; Predominantly White Universities; Sense of Place; Hispanic Faculty Retention. Includes bibliographical references (p. 438-454).

Thesis (Ph. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 2, 2007. Dissertation Committee: Edward Hines, Amee D. Adkins (co-chairs), Dianne C. Gardner, Alvin Goldfarb. Includes bibliographical references (leaves 136-140) and abstract. Also available in print.

The current data (Otuya, 1994) show that African-Americans represent less than two percent of the male full professors and less than seven percent of the female full professors. "Demographicchanges provide compelling reasons for increasing concern about the continuing under-representation of ethnic and racial minorities in adult and continuing education programs"(Ross-Gordon, 1990; p. 13).The purpose of my research was to investigate the frustrations and rewards of African-American faculty (AAF) in Adult Education programs of graduate study. Adult educators were defined as fulltime graduate faculty teaching in adult education programs. Individual semi-structured telephone interviews were used to gather the evidence from the total population of eight individuals. Resumes served as further sources of evidence. Domain analysis was used to organize the evidence. The information serves to aid in the retention and tenuring of more African-Americans and informing non-African-American faculty. The evidence collected showed the experience of AAF to have important themes on frustrations and rewards:1.Lack of senior faculty who share their research interests or as specific role models within the field and institution,2.Committee and student involvement expectations that were perceived as different for AAF then their White peers3.Daily challenges to their knowledge by students and peers were presented in the conversation as events during which "people tried to dismiss or diminish them." Success in meeting these challenges was often a validating experience for AAF4. The positive feelings of seeing their students succeed5. Being true to the African-American community, their family, their personal values and God was important to AAF.The research indicated that African-Americans as faculty experienced a wide range of frustrations and rewards. For these AAF the frustrations and rewards did not cause them to leave the profession. Many of the frustrations presented were items that could be address by the employing universities. Many of the rewards were perceived as not receiving sufficient recognition in the tenure or professional development processes and both internal and external frustrations and rewards were important to these AAF. / Department of Educational Leadership

Thesis (Ed. D.)--Illinois State University, 1995. / Title from title page screen, viewed May 12, 2006. Dissertation Committee: Larry Kennedy (chair), John V. Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 60-61) and abstract. Also available in print.

In this study, the dilemmas faced by higher education managers who attempt faculty desegregation within the narrow framework (affirmative action) provided by the courts and the Office of Civil Rights (OCR) were explored (e.g., merit vs. affirmative action, maintenance of a value consensus while facilitating change, the need for sensitive leadership). Some managers are successful in hiring minority faculty but not in retaining them. Others are still trying to determine how they can successfully recruit and retain these faculty. This exploratory study on faculty desegregation is designed to identify the factors that influence the decisions of black faculty at two public traditionally white institutions (TWIs) and of white faculty at two public traditionally black institutions (TBIs) to <u>accept</u>, <u>remain in</u> and <u>consider</u> leaving faculty positions at such institutions. (In this study, white faculty at TBIs and black faculty at TWIs are referred to as "other-race" faculty.) The study also assesses the viability of affirmative action as a strategy for desegregation. The research methodology included a survey of higher education managers, and interviews with and a survey of other-race faculty opinions. Conclusions 1. Black faculty express strong sentiments in support of affirmative action which influence them to remain in their jobs but could influence them to leave TWIs. 2. Fewer black than white faculty expect promotions when accepting jobs at TWIs. 3. Black faculty are influenced, in part, to accept jobs at TWIs due to campus recreational facilities. 4. More white than black faculty will consider leaving their jobs due to compensation concerns. 5. White faculty will consider leaving TBIs due to concerns about the poor reputations of TBIs and low academic level of students. 6. All other-race faculty employment decisions are influenced by the geographical location of their universities. This study does not support alternative methods for desegregation (e.g., freedom of choice, closing of TBIs) but indicates that affirmative action is the least destructive and most feasible option for faculty desegregation. Higher education managers must and can provide sensitive leadership while maneuvering within the narrow framework provided by OCR and the courts to desegregate their faculties. / Ph. D.

The purpose of this study was to examine and describe the relationship between a school's percentage of African American students enrolled and the placement of an African American principal for all of Florida's K-12 traditional public schools during the academic year 2010-2011. This study also sought to determine if this relationship was moderated by each school's level, size, letter grade, socioeconomic status (FRL), gender of principal, as well as gender and race of the presiding district superintendent. Lastly, the relationship between each moderator variable and the placement of African American principals was examined. The ultimate objective was to determine if limited opportunities still widely exist in the placement of African American principals throughout Florida. ... From a legal perspective, although Brown and its progeny of civil rights laws valiantly set out to eliminate race and racism from schools and in the workplace, the findings revealed that race continues to be a factor in determining inequity in principal placements. / by Leo Nesmith, Jr. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (Ph. D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Diversity impacts organizations, both internally and externally. Responses to changes in demographics come from legal and moral imperatives. As a reflection of the changes in the population demographics in the United States, universities have seen and sought increased diversity in their student enrollment. Many institutions have purposeful plans to increase representation of under-represented groups as well as those students from low-income families. Some schools also recognize the importance of having diversity represented within their staff and faculty positions as a way of creating a supportive environment that also promotes diversity of thought. As schools increase the diversity of their student population, at what level are they increasing diversity among their tenured and tenure-track faculty? The purpose of this study is to examine the impact on full-time tenured/tenure-track faculty diversity compared to enrolled student diversity at institutions that promote, require, or provide access to training for faculty search committees, including diversity/cultural awareness, legal compliance, and process training, and those institutions that do not appear to have any training requirement as documented on their websites. Only tenured/tenure-track faculty were considered as they are the permanent teaching/research positions and generally represent the core faculty of every department at a university.

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