A Phenomenological Study of How Organizational Structures Affect Gender and Racial Inequalities Experienced by Black Faculty in North Carolina Community Colleges

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Autor/in	Siler, Demetria N.
Titel	A Phenomenological Study of How Organizational Structures Affect Gender and Racial Inequalities Experienced by Black Faculty in North Carolina Community Colleges
Quelle	(2019), (175 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, North Carolina Agricultural and Technical State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3921-9657-1
Schlagwörter	Hochschulschrift; Dissertation; Community Colleges; College Faculty; African American Teachers; Disproportionate Representation; Diversity (Faculty); Gender Bias; Racial Bias; School Culture; Administrative Organization; Social Structure; Disadvantaged; Teaching Conditions; Tokenism; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community College; Fakultät; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Geschlechterstereotyp; Racial discrimination; Rassismus; Schulkultur; Schulleben; Sozialstruktur; Lehrbedingungen; Unterrichtsbedingungen
Abstract	For years now, reports by the National Center for Education Statistics (NCES) on local and national community colleges consistently show how the number of Black faculty employed at community colleges is relatively lower than the number of White faculty. Recent data show that Black faculty represent only 7.4% of all instructional staff in community colleges, compared to 75.9% of White faculty (American Association of Community Colleges [AACC], 2016). These findings challenge the efforts of many colleges and universities that have created programs, initatives, and strategies to increase the representation of racial/ethnitic minority faculty in their institutions in order to mirror their diverse student population. Due to an increasingly diverse student population and the need to employ and retain Black faculty in today's community colleges, it is important to explore the everyday lived experiences of Black faculty. The purpose of this study was to explore how organizational structures affect racial and gender inequalities experienced by Black faculty in North Carolina community colleges. The qualitative study allowed the researcher to gain an in-depth understanding into how organizational structures influence racial and gender inequalities experienced by ten Black faculty in North Carolina community colleges. A phenomenology design allowed the researcher to richly describe the unique commonalties of all participants' experience of the phenomenon. The data collection for this study consisted of individual and group interviews so that the researcher could capture the true essence of each participant's experiences. The researcher used Moustaka's (1994) methood of horizonalization to cluster the findings of the data. The study's results showed that in nine of the 10 narratives, the concepts of tokenism, race, exclusion, diversification, marginalization, and being voicless were overly discussed. Based on the participants' responses, it appears that their experiences closely aligned with both the Critical Race Theory and the Critical Race Theory in Education, which found that the embeddedness of racism in the deep structure of the society of the United States has allowed the White race to be "privileged" over Blacks in every aspect of life, including education (Hiraldo, 2010; Ladson-Billings, 1998; Lynn & Dixson, 2013). Indeed, systemic changes must come so that the entire community colleges' culture and structure can be a newer productive standard that will mimic the disparate population of the current institutions and begin to promote professional growth for all. [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	2024/1/01