African American Faculty Women Experiences of Underrepresentation in Computer Technology Positions in Higher Education

Autor/in	King, Dolores
Titel	African American Faculty Women Experiences of Underrepresentation in Computer Technology Positions in Higher Education
Quelle	(2013), (123 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-2728-4
Schlagwörter	Hochschulschrift; Dissertation; African American Teachers; Women Faculty; Information Technology; Disproportionate Representation; Higher Education; Phenomenology; Racial Discrimination; Critical Theory; Feminism; Interviews; Correlation; Technology Education; Tenure; Continuing Education; Faculty Promotion; Career Development; Gender Discrimination; Incentives; Mentors; Social Support Groups; Social Networks; Recruitment; Employment Practices; Administrator Role; Leadership Role; Women Administrators; Womens Studies; Teacher Attitudes; Change Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Informationstechnologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Racial bias; Rassismus; Kritische Theorie; Feminismus; Interviewing; Interviewtechnik; Korrelation; Technisch-naturwissenschaftlicher Unterricht; Amtszeit; Beschäftigungsdauer; Weiterbildung; Berufsentwicklung; Anreiz; Social support; Soziale Unterstützung; Social network; Soziales Netzwerk; Recruiting; Rekrutierung; Berufspraxis; Weibliche Führungskraft; Lehrerverhalten; Lösungsstrategie
Abstract	African American women are underrepresented in computer technology disciplines in institutions of higher education throughout the United States. Although equitable gender representation is progressing in most fields, much less information is available on why institutions are still lagging in workforce diversity, a problem which can be lessened by hiring African American women in computer technology-related fields. The purpose of this study was to examine the perceptions of African American female faculty about race underrepresentation in higher education. The critical race theory and Black feminist thought theory provided the conceptual framework of this study. Using a phenomenological approach, the primary data source was the interview. The sample was comprised of 8 African American faculty women from 1 southwestern state. Data were analyzed using a combined process of open coding, categorizing, and comparison for similarities and emerging themes. Nine themes emerged from the data: negotiating employment in higher education, academic preparation in technology, continuing education and professional advancement, race and gender discrimination, monetary and financial incentives, personal and informal support systems, mentoring and networking, recruitment and hiring practices, and leadership and administrative roles. This study illuminated the challenges that 8 African American women faculty in higher education faced on their career paths in technology related fields. The study can contribute to positive social change by raising awareness in teaching administrators of hiring, promotion, and tenure practices that can help to increase diverse female faculty in computer technology disciplines. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01