In-depth interviews were conducted with ten Black male administrators. The interviewing process used a phenomenological approach which focused on the meaning that Black male administrators at predominantly White four-year institutions of higher education make of their work experiences. The meaning made by the participants is based on their personal interpretations and evaluations of their experiences. The in-depth phenomenological interview procedure utilized three ninety-minute interviews with each of the participants. The first interview asked the participant to reconstruct significant experiences in his life that led him to his current position. In the second interview participants reconstruct aspects of their current experiences in order to give the researcher a better understanding of the participants' work. The third interview is a culmination of the previous interviews where now participants reflect and make meaning of their work. The interviews were audio tape-recorded and later transcribed verbatim in order to maintain accuracy. To do justice to the data the researcher presents the material in two ways: first, as summarized narratives of the participants' experiences at predominantly White four-year institutions of higher education and their work experiences in their own words; and second, as a narrative outlining important themes that connect these individuals experiences to the body of literature presented in this study. Themes are analyzed by comparing the profiles (Appendices A-J) of senior administrators, junior administrators, as well as administrators who have institutional responsibilities versus those who have minority-focussed responsibilities. The common themes that emerged from the data are grouped under eight different headings: Work Environment, Work Experiences, Relationships with Whites, Relationships with Blacks, Mentoring/Support Networks, Being Black, Job Performance, and Issues of Diversity. These headings serve as an organizing framework for discussing institutional implications. The data as well suggests areas of consideration for Black male administrators at predominantly White institutions of higher education.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1257 |
| Date | 01 January 1991 |
| Creators | Pickron, Carlton |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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