Whereas research related to the experience of faculty of color is increasing, little attention has been focused on Chinese faculty's career experience in the United States. The purpose of this study was: (1) to identify and describe factors which influence Chinese faculty decisions to apply for, accept, and remain in faculty positions at a Research Extensive University in Texas; and (2) to determine the challenges and support Chinese faculty have experienced with respect to promotion, tenure and recognition at a Research Extensive University in Texas. To address the purpose of the study, four research questions were used as guidance for collecting and analyzing the data. The purposive sample consisted of sixteen Chinese faculty members (four female and twelve male) across different disciplines, ranks and genders, from seven different colleges at the studied university. All participants are first generation Americans who obtained at least a bachelor's degree in China, received their doctoral degree or postdoctoral training in the United States, and found faculty positions in the United States. This study used a qualitative research design with in-depth interviews, observations and document reviews as the major tools for data collection. Constant comparative method was adopted to analyze data. Major findings concluded that factors such as traditional Chinese culture, family influence, the ability to access American academic freedom, advanced research environments, flexibility and job security, have significant influences in determining Chinese faculty decisions to work within academia in the United States. Additionally, Chinese faculty tended to regard individual barriers (i.e. challenges in mastery of English language, a lack of teaching experience, no undergraduate educational background in the United States, an unfamiliarity with the American culture, and insufficient communications skills in general) rather than institutionalized barriers (i.e. occupational discrimination, stereotypes and prejudice) as primary factors that impeded their professional development. Furthermore, Chinese women faculty experienced racial and gender issues in their lives and faced more challenges than their male counterparts in developing their career in the United States. The researcher hoped that this study could contribute to the scant literature on Chinese faculty's career experiences in the United States, shed some light on understanding what factors influenced their career development, and provide some implications for practice and recommendations for further research.

The purpose of this qualitative, phenomenological study was to explore the lived experiences of faculty of color in K-12 independent schools in the United States with particular attention to either supportive or non-supportive factors in their work. This study was designed to explore strategies for school leaders to retain faculty of color. This study was composed of the interviews of 12 faculty of color working at independent schools. Although there has recently been more attention given to the need to diversify the student body in independent schools, these schools still face challenges in diversifying the faculty population. The findings indicate that there are many factors associated with faculty of color feeling supported at independent schools including general job satisfaction, support from school administration, diversity, equity, and inclusion initiatives at the school, emotional and psychological impacts, internal and external social issues, and support from colleagues, parents, and alumni of the school.

Professional counseling associations and ethical accrediting bodies mandate that counseling programs, counselor educators, and leaders in the counseling field uphold a commitment to the recruitment, employment, and retention of ethnically and culturally diverse faculty. Despite written standards and growth in the profession, faculty of color in counselor education programs continue to be significantly underrepresented at the assistant professor, associate professor, and full professor ranks. Additionally, the overall percentage of faculty of color decreases as academic rank increases, which suggests issues related to retention and promotion. Mentorship has been recommended as an important and necessary strategy to retain and promote historically marginalized people. However, little is known about how mentoring is used as a retention strategy for faculty of color in counselor education. The purpose of this phenomenological study was to examine the perspectives of faculty of color in counselor education programs accredited by CACREP, and their perception of mentorship, retention, and promotion. The primary researcher utilized a social constructivism paradigm, transcendental phenomenological approach, and responsive interviewing approach to semi-structured interviews. Fifteen participants employed at CACREP-accredited universities across the U.S. participated in this study. Four major themes were identified: perception of cultural climate, structural elements of mentorship, perceptions of mentorship experiences, and protective strategies to navigating academe. Implications for counselor education programs and future mentorship models along with recommendations for future research are provided.

The rapid increase in the number of non-tenure-track faculty members (Curtis, 2014), has prompted research about this group (Allison, Lynn, and Hovermann, 2014; Coalition on the Academic Workforce, 2012; Eagan and Jaeger, 2009; Umbach, 2007). There is also a large body of literature that explores the experiences of faculty members of color (Joseph and Hirshfield, 2011; Stanley, 2006a; Turner, González, and Wood, 2008). However, there is very little research about the experiences of non-tenure-track faculty members of color (NTFOCs). This study centered the experiences of NTFOCs to understand how this group experiences racism and other forms of systematic oppression in their work environments. The theoretical frameworks for this study were critical race theory (CRT) (Bell, 1980; Delgado and Stefancic, 2012; Ladson-Billings and Tate, 1995) and critical race feminism (CRF) (Wing, 1997). Critical race methodology was integrated throughout the research process (Solórzano and Yosso, 2001; Solórzano and Yosso, 2002). The sample consisted of 24 NTFOCs who worked at four-year, historically White colleges and universities. Data was collected through semi-structured interviews. Ten themes emerged that revealed the ways NTFOCs experienced racism and marginalization in their work environments: (a) not treated like a professional; (b) lack of support; (c) formal discrimination; (d) racialized evaluations; (e) racialized and gendered microaggressions; (f) feeling unsafe in the classroom; (g) unpaid labor; (h) balancing job responsibilities; (i) lack of resources; (j) different treatment than White colleagues. Four additional themes regarding the ways NTFOCs navigated these experiences with oppression and marginalization: (a) relying on systems of support; (b) negotiating speaking out against forms of oppression; (c) disclosing personal information; (d) deciding how to interact with department/program colleagues. These findings have implications for the personal well-being of NTFOCs, how they perform their job, and their ability to gain secure employment. The findings highlight the need for campus constituents to recognize the work of NTOFCs and to create better work conditions for them. / Ph. D. / There has been a rapid rise in the number of non-tenure-track faculty members (Curtis, 2014). These faculty members are underpaid and lack job security relative to their tenured and tenured-track colleagues (Allison, Lynn, & Hovermann, 2014; Coalition on the Academic Workforce, 2012; American Federation of Teachers, 2010a). However, there is little research that considers race and the experiences of non-tenure-track faculty members of color (NTFOCs). This study sought to explore how NTFOCs experienced racism in their work environments. I interviewed, 24 non-tenure-track faculty members of color about the ways they experienced racism in their classrooms and departments, and how they navigated these experiences. Participants worked at predominantly and historically White colleges and universities across the United States. Ten themes emerged that revealed the ways NTFOCs experienced racism and marginalization in their work environments: (a) not treated like a professional; (b) lack of support; (c) formal discrimination; (d) racialized evaluations; (e) racialized and gendered microaggressions; (f) feeling unsafe in the classroom; (g) unpaid labor; (h) balancing job responsibilities; (i) lack of resources; (j) different treatment than White colleagues. Four additional themes regarding the ways NTFOCs navigated these experiences with oppression and marginalization: (a) relying on systems of support; (b) negotiating speaking out against forms of oppression; (c) disclosing personal information; (d) deciding how to interact with department/program colleagues. The findings highlight ways that NTFOCs are marginalized by the nature of their positions as well as intersections of racism and sexism.

No description available.

Underrepresentation of faculty of color in higher education is a phenomenon that has been studied and well documented by researchers for many years (e.g., Aguirre, 2000; Aguirre, Martinez, & Hernandez, 1993; Bair, Bair, Mader, Hipp, & Hakim, 2010; Chai et al., 2009; Collins, 1990; Turner & Myers, 2000). This issue is even more evident as it relates to the underrepresentation of African American faculty at predominantly White institutions (PWIs). Many studies have addressed the underrepresentation of African American faculty at PWIs (e.g., Alexander & Moore, 2008; Bower, 2002; Brown & Dancy, 2010; Cleveland, 2004). According to the United States Department of Commerce, Economic and Statistics Administration, United States Bureau of the Census (2016), African Americans represent 13.3% of the United States total population. However, African American faculty account for 6% of full-time faculty in higher learning institutions in the United States according to the 2016 release of the National Center for Education Statistics. This disparity forms the essential component of my investigation and sets the stage for my examination of the experiences of African Americans as they perform their duties as full-time faculty at PWIs. This study takes a new approach to investigating the low number of African Americans serving as full-time faculty in higher education by examining their perceptions of the intercultural competence of their colleagues on campus based on their experiences. Intercultural competence is the ability to proficiently interact with people from different backgrounds using acquired knowledge and experience (Elosúa, 2015). Intercultural competence has been studied in a number of areas including business, government, healthcare, military, and religion (e.g., Bennett, Bennett, & Allen, 2003; Benkert, Tanner, Guthrie, Oakley, & Phol, 2005; Berry, Phinney, Sam, & Vedder, 2006; Deardorff, 2009). There has also been research on intercultural competence in education regarding students studying abroad in other countries, teaching in different cultures, and global citizenship (e.g., Banks, 2017; Byram & Nichols, 1997; Deardorff, 2009). However, my review of the literature indicates that there has not been research about the impact that intercultural competence has on the underrepresentation of African American faculty at PWIs in post-secondary education. This is a qualitative multiple case study that engaged full-time African American educational leadership faculty who were employed at PWIs in post-secondary education as participants. The data were collected through interviews. The collected data were analyzed and the findings used to make recommendations to improve the experiences of African American educational leadership faculty at PWIs in post-secondary education.

No description available.