Perceptions of African American faculty in kinesiology-based programs at predominantly White American institutions of higher education.
The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and administrators at PW-IHE should develop sensitivity toward organizational socialization issues relevant to faculty of color.
Burden
Joe W
JW
Department of Kinesiology at Louisiana State University, Baton Rouge, LA 70803, USA. jburde1@lsu.edu
Harrison
Louis
L
Hodge
Samuel R
SR
D001741:Black or African American / Q000523:psychology*; D001290:Attitude; D004522:Educational Status; D005178:Faculty; D006801:Humans; D007407:Interviews as Topic; D008611:Mentors; D015279:Organizational Culture; D010806:Physical Education and Training; D011287:Prejudice; D014481:United States; D014495:Universities