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Diversity: Policies and practices of recruitment that affect African -American males in a community college district
Abstract
Due to a dramatic change in demographics in the 21st century, California will become the most ethnically and racially diverse state in the nation (California Community Colleges, 2002). In the quest to achieve staff diversity, less than 5 percent of all college professors in this country are African-American (Robinson III, 1998). This mixed methods study analyzed policy and practices that affect African-American males. Theoretical perspectives of male marginality provided the context for understanding the hiring process of African-American males as faculty in predominantly white institutions. African-American males faced with limited hiring opportunities, may be doomed to conditions of marginality and irrelevance in our society (Office of Minorities, 2002). The mixed methods study analyzed the attitudes of full-time faculty members at three community colleges in regard to the hiring policies and practices of the Community College District. Approximately 15.6 percent of full-time faculty believed that we live in a color-blind society. Approximately 52.03 percent of full-time faculty who served on screening committees indicated that they never recommended an African-American male for employment. Efforts to increase the participation of underrepresented groups in higher education and to diversify community colleges with African-American males are essential in order to achieve faculty diversity. Past studies indicated that without a significant increase in recruitment of African-American males, faculty diversity is an unrealistic goal (Conceptual Shift, 1997).
Subject Area
Higher education|Community college education|Ethnic studies|Black studies|African American Studies
Recommended Citation
Porter, Gordon R, "Diversity: Policies and practices of recruitment that affect African -American males in a community college district" (2005). ETD collection for University of Nebraska-Lincoln. AAI3186876.
https://digitalcommons.unl.edu/dissertations/AAI3186876