Gatekeepers to the Community College Presidency for Leaders of Color

Autor/in	Hines, CharMaine Y.
Titel	Gatekeepers to the Community College Presidency for Leaders of Color
Quelle	In: New Directions for Community Colleges, (2023) 202, S.47-62 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0194-3081
DOI	10.1002/cc.20568
Schlagwörter	Community Colleges; College Presidents; Leadership; Critical Race Theory; Administrator Characteristics; Minority Groups; Leadership Styles + Suchen Sie Ihr Suchwort? Community college; Community College; College president; Hochschulpräsident; Führung; Führungsposition; Ethnische Minderheit; Führungsstil
Abstract	Research has identified a clear underrepresentation of race and gender diversity in the community college presidency and scant progress in diversification. This phenomenological study used critical race theory (CRT) and glass ceiling theory (GCT) lenses to examine the lived experiences of minority community college presidents, including those who identified as African American, Asian Pacific Islander, and Latino/Hispanic and spanned 12 states and every region of the U.S. The counter-narratives of the participants were examined using a modified interpretative phenomenological approach concept model with cultural domain analysis (CDA) for validation. Participants were categorized by generational definitions and their associated community college development leadership styles. Findings include evidence of a leaky pipeline, a flawed hiring process with gatekeepers along the hiring continuum, and biases and stereotypes encountered, illustrating leaders' perceptions of underrepresentation of minorities serving in presidential roles in community colleges. The study identified numerous deficiencies impacting this underrepresentation and offered recommendations to improve practice. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01