<p> American community colleges are facing the dual dilemma of replacing the increasing number of presidents who are retiring, and promoting more diversity among their successors. Mentoring is viewed as a way of helping minority faculty and administrators acquire the knowledge and skills necessary to advance successfully into senior leadership roles. This study utilized a mixed-methods phenomenological approach to explore the differences in the perceptions of preparedness for their first presidency among Black/African-American community college presidents, who were mentored through an afro-centric leadership development program; other formal, national leadership programs, or mentored informally. The study was framed by five research questions exploring possible differences in participants’ backgrounds, career paths, and perceived impact of mentoring. Survey findings revealed few demographic differences among the respondents. Themes emerging from qualitative interviews of 12 randomly selected presidents indicated differences in perception regarding the impact of the psychosocial and career development aspects of mentoring in preparing for the presidency. The study identified the importance of context in determining the types of mentored relationships, and may offer insights regarding the role of mentoring in developing future minority presidents.</p><p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10930282 |
| Date | 29 August 2018 |
| Creators | Mason, Gregory K. |
| Publisher | Indiana Wesleyan University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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