Date of Award

12-15-2006

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Administration

Department

Educational Leadership, Counseling, and Foundations

Major Professor

Johnson, Barbara J.

Second Advisor

Perry, Andre

Third Advisor

Causey-Konate, Tammie

Abstract

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.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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