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Entering the Academy: Exploring the Socialization Experiences of African American Male

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Title: Entering the Academy: Exploring the Socialization Experiences of African American Male
Language: English
Authors: Dorian L. McCoy
Source: ProQuest LLC. 2006Ph.D. Dissertation, Louisiana State University and Agricultural & Mechanical College.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 165
Publication Date: 2006
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Postsecondary Education
Descriptors: Males, African American Teachers, College Faculty, Black Colleges, Predominantly White Institutions, Socialization, Critical Race Theory, Teaching Experience, Teaching Conditions
ISBN: 979-88-02-76535-7
Abstract: This study explored the socialization experiences of African American male faculty at historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs). Rosch and Reich's Enculturation Model was used as the theoretical framework. To gain a better understanding of the socialization experiences of African American male faculty, a group that has traditionally been underrepresented and marginalized in academia, Critical Race Theory (CRT) was incorporated into the study. More specifically, counter-storytelling, a basic tenet of CRT, was used to learn the stories that African American male faculty tell about their socialization experiences. A mixed methodology research design was utilized. Interviews were conducted with 16 full-time tenured and tenure-track African American male faculty at both institutional types in Phase I. In Phase II, 128 African American male participants responded to a questionnaire about their socialization experiences. The findings of this study revealed that the experiences of African American males in the academy were both rewarding and challenging. The stories that participants told revealed a number of differences in the socialization experiences of African American male faculty at HBCUs and PWIs. However, quantitatively there was no difference in the "socialization experience" of African American male faculty at HBCUs and PWIs. [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.]
Abstractor: As Provided
Entry Date: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:29119023
Accession Number: ED643693
Database: ERIC
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  Data: This study explored the socialization experiences of African American male faculty at historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs). Rosch and Reich's Enculturation Model was used as the theoretical framework. To gain a better understanding of the socialization experiences of African American male faculty, a group that has traditionally been underrepresented and marginalized in academia, Critical Race Theory (CRT) was incorporated into the study. More specifically, counter-storytelling, a basic tenet of CRT, was used to learn the stories that African American male faculty tell about their socialization experiences. A mixed methodology research design was utilized. Interviews were conducted with 16 full-time tenured and tenure-track African American male faculty at both institutional types in Phase I. In Phase II, 128 African American male participants responded to a questionnaire about their socialization experiences. The findings of this study revealed that the experiences of African American males in the academy were both rewarding and challenging. The stories that participants told revealed a number of differences in the socialization experiences of African American male faculty at HBCUs and PWIs. However, quantitatively there was no difference in the "socialization experience" of African American male faculty at HBCUs and PWIs. [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.]
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      – Text: English
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        PageCount: 165
    Subjects:
      – SubjectFull: Males
        Type: general
      – SubjectFull: African American Teachers
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Black Colleges
        Type: general
      – SubjectFull: Predominantly White Institutions
        Type: general
      – SubjectFull: Socialization
        Type: general
      – SubjectFull: Critical Race Theory
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Teaching Conditions
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      – TitleFull: Entering the Academy: Exploring the Socialization Experiences of African American Male
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