Doctor of Education (Ed.D.)
The recruitment, retention, and promotion of Black women in the academy continue to be a challenge even after numerous policies and programs to rectify historical and social injustices in American society. This study utilized a womanist lens as a framework to conceptualize the interlocking impact of race and gender on the experiences of Black women in higher education. Utilizing a quantitative design, the primary source for the study included data gathered from the National Study of Postsecondary Faculty conducted by the National Center of Education Statistics (NCES) in survey cycles of 1993, 1999, and 2004. The researcher examined the pace at which Black women full-time faculty have advanced during this period compared to White women full-time faculty.;The results of this study revealed very little difference between the two populations in degree attainment, institution type, age, salary, discipline, workload, productivity, and job satisfaction. The greatest differences were found in marital status and perceptions of fairness. The findings from this study contradict the literature that paints a picture of objective inequality, but leave room for further study based upon the uniqueness of the Black woman's experience when placed in the context of race, gender, and class. It is possible that objective equality of status comes at personal sacrifice that the researcher did not measure or assess. The researcher suggests the study be expanded to include a qualitative segment, which would provide a more holistic picture of the Black woman faculty member.
© The Author
Glover, Wandalyn Fanchon, "Navigating the academy: The career advancement of Black and White women full-time faculty" (2006). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618637.