A Qualitative Study on African American Women Administrators as Dissertation

A Qualitative Study on African American Women Administrators as Historically Black Colleges and Universities - Dissertation frameworkDespite this major accomplishment, African American women who are employed in HBCUs still face varied barriers that impede their advancement to ranks of powers. This study will look the respective(a) barriers that confront African American women who are working as administrators in HBCUs in Georgia. In addition, this study will look at the various challenges and situations that serve as major roadblocks to the advancement of African American women in higher ranks in HBCUs. Chapter 1 presents the rationale of the study. By outlining the need to study African American women administrators, this study will help in the further enlightenment of the power dynamics evident in race and gender studies. In this chapter, the unlike barriers experienced by African American women holding administrative positions in HBCUs in Georgia are introduced. This chapter al so discusses the problem and background of the study. In align to address the problems being examined by this study, a qualitative approach will be used. Qualitative methodology can help identify possible barriers that whitethorn exist for African American women striving for higher level administration positions through the in-depth analysis of the contexts that operate within the dynamics between African American women and positions of power. ... In addition, this chapter focuses on the significance of the study, nature of the study, theoretical framework, assumptions, limitations, and delimitations Background of the Problem According to Davis (2009) despite the high percentage of African American women employment in higher education, they still could not get into the office of the president in these higher educational institutions. Between 1986 and 2006, the percentage of African American women representation in college and universities rose from 4% to 8%. Although statistics sho w a growth in representation of African American women as presidents, in 2006, all women represented 45% of faculty and senior administrators revealing the lack of promotion into presidencies at college and universities (American Council on Education, 2007). Consequently, even though the number of woman occupying presidential positions has increased tremendously, this increase has been at a slower pace. The American Council of Education (ACE, 2007) states that from 1986 to 2006 women presidents went from 9.5% to 23% (p.7) compared to white men presidents which make 92% in 1986 and 88% in 2006. As regards African American women, Garner (2006) posits that they are making strides in representation in tenured track positions as well as presidencies. In fact, these presidential opportunities have created a voice for leaders such as Dr. Marvalene Hughes, president of California State University-Stanislaus, encouraging administrators to get a mentor in order to prevail against the nut cei ling that hinders female opportunities of promotion to higher levels of administration, ultimately resulting in presidency (Hamilton, 2004). By understanding the history and the