Date of Award
1-1-2017
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
Franklin A. Tuitt, Ph.D.
Second Advisor
Samuel Museus
Third Advisor
William Cross
Fourth Advisor
Nicholas Cutforth
Keywords
Campus environments, Faculty of color, Faculty of color at predominantly white institutions, Racially minoritized faculty, Racially minoritized faculty success, Relevant and affirming environments
Abstract
Despite existing and emerging research on the experiences of racially minoritized faculty members in the academy, little scholarship addresses how Predominantly White Institutions (PWIs) cultivate campus environments that support the success of racially minoritized faculty members. Utilizing the Culturally Engaging Campus Environments (CECE) model as the theoretical framework to inform the design and implementation of this inquiry, this qualitative study provided an in depth understanding about what aspects of campus environments contributed to racially minoritized faculty succeeding in the academy. Specifically, a phenomenological approach allowed participants to share their everyday lived experiences through one-on-one interviews. A total of twelve racially diverse tenured faculty members' from six institutions in Colorado participated in the study and offered their perspectives on how institutional values, policies and practices impacted their success. Findings from this study are presented within eight themes that suggest that when campus environments consider and acknowledge the diverse backgrounds, identities and experiences of racially minoritized faculty, they are more likely to feel welcomed and succeed at PWIs. Further, the study offers five key elements for institutions to consider when developing relevant and affirming campus environments for racially minoritized faculty. Implications of study findings offer new ways to foster support for racially minoritized faculty members in the academy. This study is significant for racially minoritized faculty members and institutional leaders.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Raquel Wright-Mair
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
208 p.
Recommended Citation
Wright-Mair, Raquel, "A Phenomenological Exploration of How Campus Environments Shape the Success of Racially Minoritized Faculty at Predominantly White Institutions" (2017). Electronic Theses and Dissertations. 1262.
https://digitalcommons.du.edu/etd/1262
Copyright date
2017
Discipline
Higher Education