Job Satisfaction of African American Female Faculty: The Role of Race and Gender

• Other Authors: Williams, Tamaria (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Educational leadership; Education and state
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-5458

ABSTRACT This qualitative study examined how tenure status and academic rank influenced the job satisfaction of African American female Education Associate Professors at predominantly White research institutions. Job satisfaction is a complex phenomenon with several intrinsic and extrinsic factors that influence faculty socialization and success. Since the late 1800's African American female faculty have held successful careers in the field of Education (Harley, 2008; McKay, 1997). The inclusion of African American female faculty at PWI's in the 1960's may have signaled institutional access, but experiences of marginalization, isolation, and devaluing of research have lowered African American female faculty job satisfaction. Understanding the job satisfaction of African American female Education faculty after they have earned tenure and Associate Professor academic rank is necessary in order to provide appropriate resources that will ensure successful recruitment and retention of these women. The purpose of this study was to understand how tenure status and academic rank influenced the job satisfaction experienced by African American female Education Associate Professors at predominantly White research institutions. By combining concepts presented in Hagedorn's (2000) Conceptual Faculty Job Satisfaction Model and Collins (2000) Black Feminist Thought model, the African American Female Faculty Satisfaction Model was developed. This model incorporates the Black Feminist Thought model as the center because of the importance placed on the positive affirming beliefs African American females develop to mitigate effects of societal negative stereotypes, while the outer circle includes constructs which influence faculty job satisfaction. A phenomenological research design was utilized. Data collection included a pre-interview questionnaire and semi-structured interviews with nine African American female Education Associate Professors at various predominantly White research institutions data analysis involved researcher memoing and reflection journaling after each interview, thematic coding, cross case analysis, and triangulation of findings with the guiding theoretical frameworks. Findings from this study revealed that African American female Education Associate Professors were marginally satisfied, at minimum, with their job at their predominantly White research institution. Each African American female Education Associate Professors identified working with students as the most satisfying aspect of their academic role. Participants indicated tenured status and Associate Professor academic rank allowed them freedom to speak up for injustices and not fear they would unjustly be denied tenure or terminated. Results from the data indicated participants held a commitment to service and providing academic preparation and mentoring to students. Additional findings revealed strong spiritual beliefs, environmental conditions such as changes in leadership, the lack of rules, and incongruence in personal and institutional values were areas of job dissatisfaction. === A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Education. === Fall Semester, 2012. === October 31, 2012. === African American faculty, African American female job satisfaction, Black female faculty, black female faculty job satisfaction, female faculty job satisfaction, female job satisfaction === Includes bibliographical references. === Tamara Bertrand Jones, Professor Directing Dissertation; Felecia Jordan Jackson, University Representative; Robert A. Schwartz, Committee Member; Kathy Guthrie, Committee Member.