Examining the academic experiences of minorities preparing for the professoriate

dc.contributor.advisor John H. Schuh
dc.contributor.author Heggins, Willie
dc.contributor.department Educational Leadership and Policy Studies
dc.date 2018-08-24T21:45:49.000
dc.date.accessioned 2020-06-30T07:04:50Z
dc.date.available 2020-06-30T07:04:50Z
dc.date.copyright Mon Jan 01 00:00:00 UTC 2001
dc.date.issued 2001-01-01
dc.description.abstract <p>The critical need to understand the socialization experiences of prospective minority faculty is apparent today. If higher education can understand more about the experiences of new minority faculty members, perhaps the academy will be able to develop continued supportive strategies that enhance their development into the academic profession. The purpose of this study was to examine the academic experiences of the minority participants in the Preparing Future Faculty program (PFF). As a consequence of participating in the PFF program, the minority participants regarded that they felt ready for a faculty position, regarded that mentoring was effective, indicated that awareness of faculty roles and responsibilities were crucial, identified that cultural dissonance, inclusiveness, and an appreciation of a diverse faculty as issues of concern, and described the concept of "duality" in the socialization process as it pertains to the professoriate. Based on the data gleaned from this study, networking, mentoring, and research support stand out as major strategies for addressing the problems faced by prospective minority faculty. The respondents in the study suggested themes common to those of the literature, emphasizing an improvement in professional development opportunities for prospective minority faculty. Establishing awareness to the professional culture, understanding roles and responsibilities, and defining a relationship with senior faculty are efforts to improve recruitment, retention, and advancement for prospective faculty of color. From this study, the researcher has derived that faculty development initiatives should provide more emphasis on teaching, render service to departments and develop continued respect for the academic profession (e.g., teaching, research, and service).</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/1044/
dc.identifier.articleid 2043
dc.identifier.contextkey 6090394
dc.identifier.doi https://doi.org/10.31274/rtd-180813-11164
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/1044
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/63586
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/1044/r_3016709.pdf|||Fri Jan 14 18:21:03 UTC 2022
dc.subject.disciplines Bilingual, Multilingual, and Multicultural Education
dc.subject.disciplines Higher Education and Teaching
dc.subject.disciplines Sociology
dc.subject.disciplines Work, Economy and Organizations
dc.subject.keywords Educational leadership and policy studies
dc.subject.keywords Education (Higher education)
dc.subject.keywords Higher education
dc.title Examining the academic experiences of minorities preparing for the professoriate
dc.type article
dc.type.genre dissertation
dspace.entity.type Publication
thesis.degree.level dissertation
thesis.degree.name Doctor of Philosophy
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