Date of Award
Educational Leadership, Counseling, and Foundations
Johnson, Barbara J.
The purpose of this study was to explore the socialization process of White faculty at Historically Black Colleges and Universities (HBCUs). Specifically, this qualitative study identified influences and barriers in the socialization process of White tenure-line faculty at two HBCUs. Through the participants shared experiences, both positive and negative themes emerged relative to their perceptions of the socialization process. The positive themes were: the provision of clear institutional values and expectations through colleagues and institutional documentation, as well as establishing and maintaining collegial relationships, particularly with senior faculty members. On the other hand, the participants identified the absence of an orientation and the expectation to publish as barriers they perceived that impacted their experience as they sought promotion and tenure. Overall, White faculty perceived their socialization experiences at HBCUs as positive. The findings of this study assist faculty members and administrators across all institutional types in cultivating a culture that is conducive to the socialization process of all faculty members. Thus, the results not only necessitate the need for future research but also provide recommendations for policy and practice that can be utilized at both Predominantly White Institutions and Historically Black Colleges and Universities.
Dawson-Smith, Kimya, "White Faculty at Historically Black Colleges and Universities" (2006). University of New Orleans Theses and Dissertations. Paper 1044.