Thesis (Ed. D.)--University of California, Los Angeles, 1979. / Vita. Includes bibliographical references (leaves 478-492).

No description available.

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

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

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 119-134). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 119-134). Also available on the Internet.

Thesis (Ph. D.)--University of Pittsburgh, 1994. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 163-177).

Thesis (Ed. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

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