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The tenure process and five minority faculty members
Abstract
Expanding racial and cultural inclusion in college and university faculties is a concern throughout the United States. Although some colleges and universities have increased the number of minority faculty through affirmative action plans, there still remains a significant under-representation of ethnic and cultural diversity among faculty in higher education (Blackwell, 1989; Parker, 1988; Redmond, 1990; Schneider, 1997; Young, 1990). The purpose for conducting this qualitative research study was two-fold: (a) to examine factors that affect the job satisfaction of five minority faculty teaching at a Midwestern urban university, and (b) to understand the promotion and success strategies of five tenured minority faculty members teaching at a Midwestern urban university. I also examined how social interaction and the promotion and tenure process affect minority faculty at a predominantly white, four-year, public, urban university. This study focused on the meaning(s) of these experiences as well as the participants' role as faculty in academia as they perceived and lived it. The perceptions and stories, characteristics and life experiences of five faculty of color were identified.
Subject Area
Educational administration|Higher education|Ethnic studies|Labor relations
Recommended Citation
Johnson, Clementine, "The tenure process and five minority faculty members" (2001). ETD collection for University of Nebraska-Lincoln. AAI3022638.
https://digitalcommons.unl.edu/dissertations/AAI3022638