University of Southern California Dissertations and Theses

Representation matters: the ways in which African American faculty support African American students in higher education

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Representation matters: the ways in which African American faculty support African American students in higher education

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Content Running head: FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 1
REPRESENTATION MATTERS: THE WAYS IN WHICH AFRICAN AMERICAN
FACULTY SUPPORT AFRICAN AMERICAN STUDENTS IN HIGHER EDUCATION

by

Shireetha Denee Gethers

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2017

Copyright 2017 Shireetha Denee Gethers
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 2
Acknowledgements
There are so many people to thank for supporting me on this very challenging, yet
rewarding journey in my education. First, I must thank God for the strength, patience, and
diligence he provided me to accomplish this goal that at many times seemed out of reach. Only
by his grace and favor have I made it this far.
To “my boys” A.J. and Austin Gethers, I am so proud and blessed to be your mom. I
would not have been able to push through on this journey had it not been for your love,
encouragement, and amazing support. I aim to make you proud and provide an example that you
would be honored to follow.
To my mother, Paula Smith, thank you for supporting myself and “my boys” in every
way imaginable. Without your love and support the dissertation and my pursuit of higher
education would have been simply impossible. Thank you for reminding me constantly that I can
do this. For guiding me in times of stress and uncertainty. With you, I have accomplished what I
felt was I never could or would.
To every friend and family who constantly reminded me that I made them proud, know
that this journey was for you. Thank you for your patience and presence whether near or far
throughout this journey.
To the member of my dissertation committee: Dr. Green, Dr. Montano and Dr. Baca,
thank you for you moral and academic support, and encouragement throughout this process. It
was a pleasure working with you and gaining unforgetting knowledge and experience.

FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 3
Finally, to every student I have taught, thank you for teaching and reminding me why my
work is so important. I will continue to be an example to every student of color who believes
achieving educational goals in unattainable. I will continue to provide you with a strong example
of persistence, accountability, and success that “looks like you!”
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 4
Table of Contents
Acknowledgements 2
Abstract 6
Chapter One: Background of the Problem 7
Statement of the Problem 8
Purpose of the Study 10
Significance of the Study 11
Limitations 12
Definition of Terms 12
Organization of the Study 13
Chapter Two: Literature Review 14
Representation of Faculty of Color 15
Diverse Faculty Recruitment and Career Preparation 15
Student Influence 17
Importance of Faculty Student Interaction 17
Student’s Perspective on Interaction 20
Campus Culture and Support 22
Institutional Agents 23
Role of Social Capital in Student of Color Success in Higher Education 28
Role of Ethnicity in Student Success 30
Framework: Racial Identity Development 31
Summary of Literature 33
Research Questions 34
Chapter Three: Methodology 35
Sample and Population 36
Instrumentation 37
Data Collection Approach 40
Qualitative Data Analysis Approach 42
Data Analysis Procedures 43
Credibility and Trustworthiness 45
Researcher Bias 45
Limitations 46
Conclusion 46
Chapter Four: Data Analysis and Results 48
Data Collection 48
Population Demographics 49
Significant Findings 51
Faculty Relatability 51
Lack of Belonging 53
Frequency of Communication 55
Summary 57
Chapter Five: Conclusions and Discussion 59
Summary of the Results 59
Discussion of the Results 61
Discussion of the Results in Relation to the Literature 62
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 5
Limitations 63
Sample Size 64
Limit of One Institution 64
Exclusion of Faculty Interviews 64
Implications 65
Recommendations for Future Research 66
Conclusion 66
References 68
Appendix A: IRB Consent Form 76
Appendix B: Interview Protocol 78

FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 6
Abstract
This dissertation takes a closer look at the representation of faculty of color in higher
education and how it affects student success and experiences. Specifically, African American
students were asked about their experience being taught by and working with African American
faculty. The goal was to determine whether representation in higher education mattered to
students, their needs, experiences, and academic success.
The data was collected by interviewing student who attended a 4-year public university in
Southern California. Students were asked to share their experiences and opinions of the presence
of African American faculty on their campus and in what ways, if any, did it influence their
overall experience.
The findings of the study revealed that there is a need for more students to be taught by
faculty they can relate to cultural, academically, and socially. The study also revealed that the
presence of faculty is almost not existent at this university, but has a powerful impact on
students, their ability to persist and their sense of belonging. The findings of this study bring to
light the need for more research on the topic of cultural representation in higher education. It is
also revealed that the issue or concern of a small African American faculty population is not
limited to this university.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 7
CHAPTER ONE: BACKGROUND OF THE PROBLEM
The participation of students of color in higher education appears to have grown over the
past 20 years (Davis, 1994; Flowers, 2002). An educational environment with faculty and
leaders from people of color will set a good example for all students, especially for students of
color who are eager to explore ideas and arguments at a thoughtful level to rethink their own
education and to reconsider their life promises (Murray et al, 2015; Chen and Yang, 2013).
Black scholars suggest that the Black experience in American society requires that Blacks
interact with and participate in White institutions (Wilson & Wolf-Wendel, 2005). This results in
oppression, dehumanization, and de-racialization. Student affairs professionals must concern
themselves with whether using traditional theories and practices they participate in the
dehumanization of African American students (Evans et al, 2010; Wilson & Wolf-Wendel,
2005).
The access and relationships developed in higher education may determine the level of
success a student experiences (Ancis et al, 2000; Guiffrida, 2005). An individual’s social
connections and experiences, often referred to as cultural capital, open doors and extend power,
although social class is often measured with criteria like income, occupation, and education,
“class rests on other people’s evaluation of our presentation of self” (Davis, 1994; Kendricks et
al, 2013).
A question to ask is whether faculty members are representative of students of color,
specifically African American students. If this is not the case, and African American students are
only taught by White faculty members, how does this affect their sense of belonging, academic
success, persistence and interest in higher education? Are White faculty able to connect socially
and culturally with African American students? What effect does higher education have on
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 8
African American students when they are taught by instructors who “look like them?” By
answering these questions, we may be able to better understand how the current look and feel of
higher education contributes to and supports African American success. This will also help gain
a better understanding of how to support these students in their persistence, academic success
and overall view of higher education.
Statement of the Problem
The National Center for Educational Statistics states that of all full-time faculty in
degree-granting postsecondary institutions, 79% are White, 6 % are Black, 5% are Hispanic, and
10% Asian/Pacific Islander. Making up less than 1% each were full-time faculty who were
American Indian/Alaska Native and of two or more races according to the National Center for
Education Statistics (NCES) (Snyder et al, 2016). NCES (Snyder et al, 2016) goes on to explain
that, in 2008, the student population attending the California State University system consisted of
44% of White, 32% of Black 18- to 24-year-olds (up from 20 percent in 1980), and 26% of
Hispanic 18- to 24-year-olds who were enrolled in 2- or 4-year colleges and universities. A
steady increase of students of color, including African American students remains consistent
Snyder et al, 2016; Bridges et al, 2007). With this increase of the African American student
population, there will also become a need to provide the appropriate support, resources and
structures needed to ensure success of these students. These supports may be academic, social or
emotional. This study will attempt to define the specifics support African American students
need and they ways in which they are most effectively provided such as social capital and
institutional agents.
This statistic also brings to our attention the lack of balance that exists between faculty
and student ethnic background. We can gather from this information that African American
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 9
students are overwhelmingly taught by White faculty, who at first glance by some students, will
appear unrelated. This fact also makes clear the imbalance of faculty if color and White faulty.
This for students, could imply that the underrepresentation of faulty of color, specifically African
American faculty, that they too do not belong institutions of higher education (Hu & Kuh, 2001;
Lundberg & Schreiner, 2004). This implication may ultimately contribute the number of African
American students who apply to and attend 4-year institutions. For this purpose, the role of
increased presence and representation of African American faculty for African American
students should be further studied (Parker, 2006: Stanley, 2006). To provide African student with
an equitable opportunity for higher education, they must believe the environment of higher
education is designed for them, supports them and the faculty members can support them on their
academic journey (Museus, 2010). The support provided may be influenced or be a product of
social capital and the role it plays in the success of African American students in higher
education and racial identity (Stanton-Salazar, 1997; Stanton-Salazar, 2011).
The purpose of this study was twofold. First, it sought to understand the needs of African
American students attending a 4-year institution by providing the current state of a California
State University campus whose African American faculty population was not reflective of the
African American student population served. Second, it sought to explore the factors that
contribute to the success and sense of belonging for African American students including
academic success and social comfort and relatability. Specifically, this study was guided by the
following questions:
1. How do African American students perceive the quality of the communication and
relatability of the faculty by whom they are taught in their higher education setting and
how does this relate to the perception of their own racial identity development?
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 10
2. What is needed by African American students, in the form of resources such as cultural
representation and the ability to provide an academic connection that enhances academic
success and that is compatible to their racial identity stage development as they pursue
higher education?
3. In what ways does a faculty member’s academic connection contribute to a student’s
racial identity and sense of belonging in higher education?
Purpose of the Study
The purpose of this study is to gain a better understanding the support, resources and
structures needed to ensure success of students of color and minoritized students in higher
education. This study aims to understand the experiences of students of color by accessing the
social, academic and personal needs of African American students attending a 4-year university.
Providing a nurturing and intentionally designed supportive family atmosphere for a student
population that is predominantly African American gives these students more opportunities to
succeed (Kendreicks, et al, 2013).
The purpose of this study is to identify support, resources and structures needed to ensure
success of African American students. If will also attempt to identify the benefits recruiting
African American faculty that would provide the needed support to students. This will be done
by gathering the literature in four specific areas to gain a better understanding of the current state
of higher education: representation of faculty of color, the importance of faculty and student
interaction, role of social capital in student of color success in higher education and racial
identity. This literature will help provide an understanding of the various components of higher
education and how they specifically support of deny the individuality of an African Americans
student’s culture and experiences. A greater understanding of the experiences of this student
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 11
population can lead to successful integration and increased degree completion rates (Kendreicks
et al., 2013; Davis, 1994).
Significance of the Study
This study is important for several reasons including the need for cultural representation
in higher education, academic success for African American students and the presence of cultural
diversity among college faculty. The literature review provides insight into the current
boundaries students of color, specifically African American students, face in the experience with
and journey through higher education. This study will evaluate the ways in which faculty
ethnicity, identity and ability to be institutional agents, support the overall success of a student;
specifically for the purpose of this study African American.
In addition to identifying factors that support the need for faculty members of color, this
study will access the ways in higher education environments must allow African American
students to connect academically and socially with their peers, faculty and administrators. By
evaluating the environment that created by the current faculty pollution, the study will work to
identity gaps in the support provided to students and the ways in which to improve the quality of
the higher education experience.
Finally, this study will provide insight into the specific needs of African American
students. This include cultural representation, racial identity development support and a deeper
understanding of the role society may play in their development. In analyzing the personal and
academic experiences of students, the gaps in supporting racial identity development will be
identified.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 12
Limitations
As this study examines the lack of cultural diversity among college faculty and how
students of color may be affected, limitations to this study may include the limited population
sample, location of the study and bias and assumption made by the researcher. Given that, the
study was conducted with a small portion a four- year institutions African American student
population. While the results of this study will reflect on the meaning of support desired by the
students at this institution, student perception, experiences and preferences may vary different
institutions. Additional limitation may include researcher bias and personal experience.
Definition of Terms
Academic Relatability – a faculty member ability to meet a student where there are
academically and support their academic success. This may be influenced by the faculty
member’s ethnicity and ability to relate culturally.
Academic Success – a student’s ability to complete courses and/ or a degree program in higher
education.
African American Students – Student who identify as Black or African American in regards to
race or culture.
Cultural Representation – person whose cultural experiences are similar to that of their peers.
This also include a faculty member’s ability to identify and relate culturally with students,
Higher Education Setting – an institution of higher education success as a two year or four-
degree-granting institution.
Minoritized - the social construction of underrepresentation and subordination in U.S. social
institutions, including colleges and universities (Harper, 2012).
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 13
Relatability – the level to which a faculty member can relate to the personal, social, academic
and cultural experiences of a student.
Organization of the Study
The study will consist of an interview of African American students attending a 4-year
university in Southern California. Students will be asked questions about the experience in
higher education including faculty demographic, relatability and the support provide by the
faculty. Chapter two of this study will provide an in-depth examination of literature that explores
areas of higher education that may influence the student experience and the support needed. This
includes the presence of faculty of color, social capital and its influence, faculty to student
interaction and finally racial identity and the role it may play in experience of African American
students. Chapter three when then provide a method for conducting research limitations and the
study and the qualitative research process used to gather data.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 14
CHAPTER TWO: LITERATURE REVIEW
A student’s ability to relate to the instructors they interact with on a daily basis can have
a powerful impact on their overall academic success and personal development (Lundberg &
Schreiner, 2004; Pascarella et al, 2014; Snow, 1973). To better understand the impact, the
current review of literature explores serval areas that support the need for faculty to serve a
diverse group of students. This intention of chapter is to highlight four broad areas of higher
education that represent the need for a more diverse faculty in terms of factors that have an
influence on student success.
Research that examines the role faculty of color play in higher education is reviewed.
This includes the history of faculty representation, faculty recruitment and career preparation.
The importance of student-faculty interactions is examined to determine the role faculty
demographics play in the lives of students. Next, social capital is defined and its effect on student
success reviewed. Finally, this chapter examines literature that defines the academic needs of
students of color, specifically minoritized students, versus their White counterparts by
specifically dissecting factors such as social capital and institutional agents. Minoritized is
defined as the social construction of underrepresentation and subordination in U.S. social
institutions, including colleges and universities (Harper, 2012). Persons are not born into a
minority status nor are they minoritized in every social context like their families, racially
homogeneous friendship groups, or places of worship. Instead, they are rendered minorities in
particular situations and institutional environments that sustain an overrepresentation of
Whiteness (Harper, 2012).
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 15
Representation of Faculty of Color
Faculty of color may seem restricted to concentrated areas in higher education (Dancy, &
Jean-Marie, 2014; Fries-Britt & Turner, 2002). Compared to White faculty, higher proportions of
faculty of color work in education and the physical sciences, but they are less likely than are their
White colleagues to work in business, fine arts, social sciences, and the humanities (Antonio,
2002). Restricting faculty of color to specific areas of research may not only stifle their personal
and profession growth, but may also offer negative implications to prospective students or
faculty (Flowers, 2002; Evenbeck & Jackson, 2005).
While greater numbers of underrepresented minoritized students fill college and
university classrooms, underrepresented minority (URM) faculty representation lags far behind
(American Federation of Teachers, 2010). African Americans/Blacks, Hispanics, and Native
Americans continue to be underrepresented in the academy relative to their proportion in the
U.S. population education (Dancy, & Jean-Marie, 2014; Antonio, 2002; Fries-Britt & Turner,
2002). These groups also experience the largest proportional educational achievement gaps in the
United States (Zambrana et al, 2015). Thus, statistics reveal the large gap in terms of faculty who
represent the various areas of study provided to higher education students.
Diverse Faculty Recruitment and Career Preparation
To achieve success in the recruitment and retention of faculty of color, communities of
color and institutions of higher education must create relationships with one another, recognizing
the importance of increased faculty racial and ethnic diversity and working in collaboration to
achieve this goal (Turner et al, 2008). The ability to interact with students and peers is an
important aspect of a faculty member’s responsibility (Evenbeck & Jackson, 2005) and allows
faculty to provide necessary academic, social and emotional support, resources and structures
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 16
needed to ensure success of African American students (Delaney, 2008). The ability to do so
may require mentoring or support of faculty.
Mentoring for faculty of color is critical given the rate at which underrepresentation
exists in American colleges and universities (Antonio, 2002; Evenbeck & Jackson, 2005).
However, the ways in which faculty of color internalize racialized oppression and how it affects
their success remains understudied (Dancy & Jean-Marie, 2014). Feelings of oppression as a
result of past historical event can influence a faculty member’s person experiences and views, as
well as their interaction to student they are teaching or mentoring. As the recruitment of faculty
of color slowly increases, specific efforts are support the growth. Universities and colleges have
been increasingly intentional in their efforts to reflect students’, faculty and staff members’
cultures (Murray et al, 2015; Turner et al 2008). However, achieving a balanced representation
of faculty has not been achieved by most institutions. A way to create balance for students of
color is to consider the importance of cultivating a diverse pool of faculty to instruct and support
them. Closing this gap of representation among faculty and students is critical for allowing
students from culturally and linguistically diverse backgrounds to access support and mentorship
from faculty with whom they can identify (Murray et al, 2015).
For many faculty of color, their silenced state is a burdensome cycle that is rarely broken
(Stanley, 2006). Only rarely are they asked to speak candidly about their experiences so that we
can learn how to develop effective recruitment and retention strategies for diversifying higher
education faculties (Stanley, 2006). This may cause faculty to be stifled in providing a voice for
themselves as well as the students they serve. Many faculty of color report experiences in and
outside of the classroom that include challenges to their authority and expertise, negative
behaviors and attitudes of students, and complaints being made to senior faculty and
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 17
administrators about their teaching (Stanley, 2006). Interactions with students who lack
understanding and respect can also present professional challenges to minoritized faculty
members.
Student Influence
Teaching is arguably a very complex activity. This complexity plays a role in the ways in
which a class is taught and structured and may also be influenced by the instructor of a given
course, specifically an instructor who is a member of a minority population compared to the
university’s population (Cox et al., 2010; Delaney, 2008). Many students do not get an
opportunity to interact with and learn from a diverse faculty (Parker, 2006; Stanley, 2006). A
diverse faculty population offers many benefits to students of color as well as to White students.
For students of color, receiving instruction from a “minoritized” will offer the opportunity to
relate on a personal level and provide increase self-confidence (Hu & Kuh, 2001). White
students may benefit from hearing perspectives different from those they may be used to hearing
and believing. Both experiences are valuable in higher education (Zambrana et al, 2015).
Importance of Faculty-Student Interaction
The educational value of faculty-student interaction outside the classroom is among the
oldest and most widespread beliefs in American higher education (Cox et al, 2010). The
interactions that occur on a college campus help students feel connected and allow them to gain
knowledge as well as build strong professional and personal relationships Dancy & Jean-Marie,
2014). To in encourage faculty to engage in interaction with students, college and university
campuses often create opportunities and incentives, such as making available small amounts of
money to underwrite expenses if faculty members will entertain students in their homes or attend
cultural events on campus with groups of students (Kuh & Hu, 2001).
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 18
We must continue to consider how crucial both the frequency and nature of student-
faculty interaction combined have the greatest impact, such as when interactions have an
intellectual or substantive focus (e.g., career plans) as contrasted with an exclusively social
exchange (Pascarella & Terenzini, 1991). For some students, receiving communication from
their instructor may encourage them to try harder in a specific area of the course of a specific
assignment (Antonio, 2002). Often, students require clarification to complete an assignment
successfully. Increased interaction with faculty can provide the needed support. In turn, a student
may be more successful and feel accomplished (Antonio, 2002).
An experience in higher education not only provides an academic foundation students
will build on into adulthood, but the amount of time students and faculty spend can often
translate into the building relationships that may become meaningful relationships that students
learn from and build upon in the academic and professional careers (Dancy, & Jean-Marie, 2014;
Delaney, (2008). These may transform in mentoring relationships in which both faculty and
student benefits (Hu, & Kuh, 2001). Satisfying relationships with faculty members and frequent
interactions with faculty members, especially those that encourage students to work harder, are
strong predictors of learning for every racial group (Lundberg & Schreiner, 2004). After
completing a college degree program and entering the professional world, students must be able
to network and build relationship with their peers, as well as employers in their chosen careers
(Dancy, & Jean-Marie, 2014; Delaney, 2008). They can be exposed to similar meaningful
interactions when working with faculty. These interactions can foster maturity and the ability to
work well with others on a personal and professional level careers (Dancy, & Jean-Marie, 2014;
Delaney, (2008; Antonio, 2002).
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 19
Sustained informal interaction between faculty and students is considered essential for
achieving academic and social integration of first-year students (Lundberg & Schreiner, 2004).
Faculty members interact with students more often than with administrators. On a daily basis
conversations are happening either in person or via email in addition to classroom meetings,
office hours allow faculty to meet one on one with students to offer support of clarification the
may have not been received during class (Pascarella et al., 2004). “More than any other group,
faculty define the life of the college or university and should therefore be meaningfully involved
in working with the newest persons joining the campus” (Evenbeck & Jackson, 2005; Delaney,
2008). Faculty plays such an important role in a college campus and should often be considered
ambassadors for the college. These members of the community are exposed to individuals
outside of the campus, which proves a strong reflection in the institution they represent.
Prospective students may design whether to attend a college campus or take a specific course
based on what they “heard” about the faculty members collectively or based on one specific
member of the faculty team. Word of mouth is very powerful when build up or tearing down the
reputation of an institution.
On campuses where faculty reported frequent course-related interactions, students were
more challenged and engaged in active and collaborative learning activities (Delaney, 2008;
Lundberg & Schreiner, 2004). Students also reported greater gains in personal/social
development, general education knowledge, and practical competencies (Delaney, 2008). These
findings support the idea that faculty interactions are crucial in the development of student
academic skills, as well as in their success in higher education. Delaney (2008) also finds that
female’s students expressed higher satisfaction with the amount of faculty contact and reported
more emotional support from faculty, while males reported greater success in getting to know
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 20
faculty. Faculty-student interaction bears significant implications for positive student outcomes
in the first year of college. Further research could explore the specific needs for students based
on their identified gender. This has been a recurrent gap in current research.
Student ’s Perspective on Interaction
A study-examining faculty and student perspective on interactions divided faculty to
members into three different groups: Low Contact, Medium Contact and High Contact (Snow,
1973). The groups where determined based on the amount of interaction students had with
faculty in their specific department of study. These interactions were also assessed based on the
content if the conversations held. While academics are a likely a very common topic of
conversation for students and faculty, conversations regarding a student’s person life or
educational decisions was another reoccurring topic during interactions. The findings from this
study revealed that 31% of juniors and seniors reported not having any contact at all with a
faculty member from their department (Snow, 1973). However, this study does fail to mention
the sizes of the six departments that were assessed. The study also lack specific description of
what faculty responsibilities consist of such as the number of courses taught and other on campus
responsibilities.
The size of a department is an important factor because the student to teacher ratio in any
academic setting can and will affect the quality and quantity of interactions that occur which may
also affect the nature of conversations students are willing to have with faculty members
(Pascarella et al., 2014; Snow, 1973). It is also very important to know that availability of faculty
members in each department as they are often required to complete tasks in addition to teaching
such as research, publishing and committee responsibilities (Lundberg, & Schreiner, 2004;
Palmer & Gasman, 2008).
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 21
Student ethnicity may also a role in the frequency and quality of faculty interactions. In a
study that contained multiple racial/ethnic groups, African American students perceived a more
negative environment on campus and more negative relationships with faculty than Latino/a or
Asian Pacific students, but all three groups perceived these items more negatively than did White
students (Ancis, Sedlacek, & Mohr, 2000). Specifically, African American students reported that
their academic ability was not taken seriously by faculty (Fries- Britt & Turner, 2001), even for
high achieving students (Fries-Britt, 1998; Lundberg & Schreiner, 2004). While this study was
based on the student perspective instead of faculty reporting, it is crucial to consider each
student’s personal experience a reliable source of information.
Often, students feel disrespected and undervalued when they are looked down upon by
faculty. Unfortunately, some faculty members make assumptions about their students upon
meeting them (Bridges et al, 2007). The initial meeting between a student and faculty member
can have a long-term effect on the student, whether the experience was negative or positive. This
is important to remember when determining the quality of the interactions happening on college
campuses (Antonio, 2002).
Another consideration when assessing faculty and student interaction are whether the
student and faculty member identify as male or female. Research conducted by a large research
institution found that female instructors had less frequent interaction with students outside of
class—especially casual interaction—than do their male counterparts (Cox et al, 2010).
However, females’ less frequent interaction appears not to be the result of any lack of effort to
use effective pedagogical techniques. This information is important to know because it helps to
explain why some students and faculty members may be less social or engage in less student
interaction than their male counterparts. Faculty members may be hesitant to interact with a
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 22
student of the opposite sex if they are concern about the conformability of the student or to
protect themselves personally and professionally.
Campus Culture and Support
Student interaction with faculty and staff play a large role in the success and overall
experience of students as these interactions occur daily and will make a student’s either feel
welcomed and excluded (Lundberg, & Schreiner, 2004). One way to encourage quality
interaction may be included it in the development of the campus culture (Lundberg, & Schreiner,
2004). College and universities should encourage administrators and other personnel of the
institution to go beyond their prescribed roles to support students’ success (Palmer & Gasman,
2008). This will create a campus culture that fosters quality interaction.
Students who engage in purposeful activities and who experience frequent supportive
interactions with others are more likely to succeed in college (Strayhorn, 2008). Creating a
culture for success will help students of all ethnicities succeed. Research shows that having
supportive relationships with faculty, staff, and peers on campus is associated with higher levels
of satisfaction with college for African American, despite differences in age, marital status, year
in college, and grades (Strayhorn, 2008). This includes frequent and high quality social
interaction with pears, faculty and administrators.
It is crucial for students of color to have meaningful experiences and support in higher
education. Access to higher education has increased substantially, although some racial and
ethnic groups remain underrepresented, but success in college, as measured by persistence and
degree attainment, has not improved at all (Brock, 2010). Simply granting the access of higher
education to a student’s does not ensure their success during or after completing a degree
program. There are many other components needed to college success such as academic
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 23
preparation, emotional and financial support and a supportive college environment. At their best,
an effective college culture fosters both intellectual and personal growth and prepares young
people for productive lives at work and in society (Brock, 2010). While college culture is a
meaningful for students of color, neither race and ethnicity nor gender is a good predictor of who
will earn a college degree (Brock, 2010).
In 2006, 44% of whites between the ages of 18 and 24 were enrolled in college,
compared with 32% of Blacks and 25% of Hispanics. Rates of college attendance for Black and
Hispanic males are particularly low (Brock, 2010). As we work to create an equally represented
cultural population on college campus’ among faculty, administrators and students, providing
support to students while attending college may help support overall student academic success
(Evans et al., 2010; Hurst, 2010). More than two-thirds of full-time freshmen who received
student support services in community colleges persisted to their second year of college, and that
9% of these students earned an associate’s degree at the end of two years (Brock, 2010). These
support services are often the determinants in a student’s success. Without the support of faculty
and staff, as well as a support college community, many students would not complete a college
degree program (Brock, 2010; Cox et al., 2010). Based the above finding, it is important to
understand the specific need for such an environment and in what ways and environment may be
crucial for the overall success of students of color who enter college with disadvantages such as
lacking social capital and of low socioeconomic status (Cox et al., 2010).
Institutional Agents
The concept of an institutional agent is defined as an individual who occupies one or
more hierarchical positions of relatively high-status and authority (Stanton-Salazar, 2011). These
positions of status and authority within a given institution may not be readily accessible to some
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 24
students. It must be acquired or provided through support or support systems. Obtaining this can
come in the form of gaining social capital. Social capital is an access tool to economic and
cultural resources through the social interactions (Tonkaboni, et al, 2013). Social capital is made
up of three components in a mutual relationship and they reinforce each other and sociological
concepts: social confidence, social participation and social integration (Tonkaboni, et al, 2013).
Social can be defined as “the sum of the resources, actual or virtual, that accrue to an
individual or a group by virtue of possessing a durable network of more or less institutionalized
relationships of mutual acquaintance and recognition” (Soria, & Stebleton, 2013, p18). Social
capital provides opportunities for one to draw upon resources from other members of the
networks to which he or she belongs, and it has been associated with several positive social
outcomes, including increases in commitment to community (Soria, & Stebleton, 2013). The
resources may include access to academic support, counseling, or and tools that allow a student
to be successful in higher education. With the proper support and resources in place, a student
may be more likely to be successful and persist through their college career. Social capital has
defined as the main terms of opportunity, motivation and the ability of the individuals.
(Tonkaboni, et al, 2013). In life, as well as education, motivation and opportunity contribute to
growth and success.
Social capital has important and essential functions that make significant impact of social
capital in communities such as economic performance, social functioning, cultural function and
political function (Tonkaboni, et al, 2013). Obtaining and effectively using the tools acquired
through social capitol can be useful in setting outside of higher education. This may include
one’s personal and professional experiences. The process of obtaining skills and evaluation
through education should be seen as an investment, which is productive in terms of personal and
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 25
social including three factors of abilities, skills training and education, and human capital
(Sharepour, 2004; Tonkaboni, et al, 2013).
The concept of social capital permits us to look at how adolescents gain access to vital
resources through relationships with institutional agents situated within the various sociocultural
worlds that comprise their social universe. (Stanton-Salazar, 2011). Education, unfortunately, is
not accessible to every person to desire to receive it. Many students may lack the knowledge of
how to obtain a quality education, the steps required to pursue higher education or the tools
needed to be successful. Education can promote the social capital variable. Education and
training in an academic setting with its own subculture is the transferor’s values, norms and its
own specific culture. It brings links and new social networks that lead to the promotion of social
capital of the scholars in the education system (Tonkaboni, et al, 2013). Institutional agents such
as social capitol may be able to provide this needed knowledge and access. The importance of
supportive ties to institutional agents provide key resources and forms of social support which
function to ensure adolescents become effective participants within institutional spheres that
control resources and network pathways associated with different forms of empowerment,
including school achievement, class mobility, and self-determination. (Stanton-Salazar, 2011).
Obtaining access to institutional agents may be interpreted as becoming a part of a social
network that will provide support and access to students. Social networks based on learning
environment influence on the attitude method about job opportunities, access to information and
interact with students (Stanton-Salazar, 2011; Tonkaboni, et al, 2013). Social capital is
associated with academic achievement, innovation in the education and college period. Variety
in the teaching methods can promote social capital such as group and service learning.
(Tonkaboni, et al, 2013). Lack of an effective social network can determine whether a student is
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 26
successful. An important question to ask would be which social networks are available to
students and whether they understand that ways in which to gain access.
Social capital consists of resources and key forms of institutional support embedded in
multilayered system of social structures embedded in complex and usually hierarchical structures found
in formal and complex organizations and institutions (Stanton-Salazar, 2011). Access through these
resources may be gained by students through consistent interaction with peers, faculty, administrators or
counselors. Resources are most directly embedded in a social medium, in a relationship or network
(Stanton-Salazar, 2011).
Literature on the impact of White institutional agents illustrates how they can influence the
experiences of students of color, both negatively and positively. On one hand, that evidence
demonstrates how White faculty at predominantly White institutions (PWIs) can contribute to negative
experiences among students of color (Fries-Britt & Turner, 2002) and concluded that many of those
students’ may have difficulty interacting with White faculty if they demonstrated insensitivity to African
American culture, made stereotypical comments, and expected Black students to represent their entire
race. There is also evidence, however, suggesting that Black students value relationships with White
faculty who exhibit genuine interest in their college experiences and success (Fries- Britt, 2002; Museus
& Neville, 2012; Stanton-Salazar, 2011). Existing research also highlights the importance of racial
minority college students connecting with faculty and other institutional agents of color as the vast
majority of faculty members who were student-centered and positively influenced participants’
experiences were Black (Stanton-Salazar, 2011). These studies attempt to confirm that educators who
validate the cultural backgrounds of students of color, go above and beyond their normal duties, and
exhibit a high degree of concern, support, and advocacy for racial minority undergraduates can have a
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 27
positive impact on their college experiences and outcomes. (Stanton-Salazar, 2011). Institutional agents
may come in many different forms and provides support and access in many ways.
Students’ social class is highly important within the context of higher education, as nearly
every aspect of their class-based experiences will subsequently affect their experiences in
college. (Soria, & Stebleton, 2013). Depending on a student’s background and personal
experience, accepting the importance and use of institutional agents may be a difficult concept to
grasp. In particular, working-class students may experience a sense of culture shock as they
encounter the middle-class culture of higher education (Hurst, 2010). The experiences of
working-class college students are generally under-theorized and under researched (Hurst, 2010).
For example, working-class students often feel less like they belong on campus as compared to
their middle/upper-class peers and experience more difficulty in making important connections
with networks of institutional agents—peers, staff, and faculty—who could transmit value social
capital to help working-class students achieve success in higher education which may be due to a
lack of effective institutional agents (Soria, & Stebleton, 2013). This student’s journey may be
worlds different that their peer who is supported financially for their family and are unfamiliar
with social and economic struggles.
Transitioning from the working-class into the middle-class culture of higher education
may also lead students to feel “shame, embarrassment, and humiliation when among middle-
class students” (Hurst, 2010; Soria, & Stebleton, 2013). This indicates that working-class
students struggle to develop relationships among staff, faculty, and students that could
potentially help them to achieve success and persist to graduation. Working-class students often
are an invisible population on campus; however, students’ needs and issues should not be
overlooked or marginalized (Soria, & Stebleton, 2013). These experiences contribute to the
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 28
social structure and culture that is present on college campuses. It is important for the
institutional culture to be understood and appropriable interpreted. An area to continue research
would be to examine the long-term effects of this culture and student experiences.
Social capital is fundamentally constituted in terms of resources or forms of ‘institutional
support’ accessible by ego through their direct or indirect social ties to other actors who assume the role
of institutional agents (Fries-Britt & Turner, 2002; Guiffrida, 2005; Museus & Ravello, 2010; Museus &
Quaye, 2009). This may be especially true for students of color. Key institutional agents who help
minoritized participants to cultivate social capital share common ground with those racial minority
students which creates a common ground and helps agents to establish trust and closure with
participants, which are two factors that are critical in the creation and maintenance of social capital in
relationships between social actors (Mullen, 2010; Museus & Neville, 2012; Stanton-Salazar, 2011).
The authenticity of institutional agents contributed to closure in relationships between those
agents and participants in our sample. (Stanton-Salazar, 2011).
Role of Social Capital in Student of Color Success in Higher Education
Navigating successfully in the academics and into the culture of a college or university
campus, for some students, requires a certain level of comfortable, acceptance and feeling
capable of building and maintaining relationships. One way that this may occur is by gaining
social capital. “Social capital” refers to instrumental, productive relationships or networks
(Stanton-Salazar, 1997) that provide access to opportunity or lead to advantageous outcomes
(Coleman, 1988). Cultural capital refers to high-status linguistic and cultural competencies that
students inherit from their parents and other cultural brokers such as siblings, peers, and
institutional agents, such as faculty (Stanton-Salazar, 1997, p. 5). Students who enter college
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 29
with knowledge of social are at an advantage compared to students who may lack the
information
Pre-college resources are powerful predictors of achievement (Warburton, Bugarin, &
Nunez, 2001). This confirms the need to for social capital as well as knowledge on how to gain
and maintain it. This often contributes to a student’s academic success and their ability to
navigate the college campus and experience. Social capital in college is often gained by
participating in out - of classroom experiences such as clubs and organizations (Pascarella et al,
2004). Cultural capital is also a component of the college experience that may support a student’s
academic and social success. Social capital accruing experiences, educational experiences that
facilitate the development of supportive relationships with others, may be a way for students to
acquire the cultural capital that promotes success in college (Pascarella et al., 2004; Strayhorn,
2008).
Social and cultural capital can contribute to a student’s success in the higher education
experience. Some students drop out of college because they lack the requisite knowledge and
skills for college-level work; similarly, those who stay in college are believed to possess the
skills needed to manage the rigor of college-level academics (Strayhorn, 2010). Other studies
have shown that student departure from college is caused by students’ inability to adjust to the
collegiate environment (Strayhorn, 2010). If a student struggles to manage their emotions about
being away from homes, families, or high school friends (Strayhorn, 2010), success in college
may be difficult or completely overwhelming. Because of this experience, some individuals may
opt to leave college to return home because it is familiar and comfortable.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 30
Influences of African American Student Outcomes
Institutions designed to meet the needs of a specific population were created to support
students’ success. For example, Historically Black College and Universities (HBCU) were
designed to meet the cultural needs of African American students that are not always accepted or
comfortable at PWIs. Research suggests that attending an HBCU contributes significantly to
student outcomes for African American students (Flowers, 2002; Outcalt & Skewes-Cox, 2002).
Scholars have consistently found that the supportive and nurturing environment at HBCUs,
which avails students of academic and leadership development opportunities, facilitates greater
satisfaction, confidence, and academic gains than for African American students attending PWI
(Bridges et al, 2007). These institutions tend to focus won the whole student included social and
emotional development that will support their transition into the professional career path they
have chosen, as well as in life.
Role of Ethnicity in Student Success
In 2002, Black men comprised only 4.3% of students enrolled at institutions of higher
education, the exact same percentage as in 1976 (Harper, 2006; Strayhorn, 2010). This statistic
brings to light that lack of improvement in a 25-year time span, strengthens the idea that there is
an increased need for Black male support toward success in higher education. Black male college
completion rates are lowest among both sexes and all racial/ethnic groups in U.S. higher
education (Harper, 2006; Strayhorn, 2010). African American students perform well
academically, even though some students enter college with academic deficiencies and come
from low socioeconomic backgrounds (Allen, 1992; De Sousa & Kuh, 1996; Outcalt & Skewes-
Cox, 2002). These deficiencies may include poor writing ability or time management skills,
among other crucial skills needed for success in higher education. As every student’s situation is
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 31
different, disadvantages such as low socioeconomic status and ethnicity does not necessarily
determine whether a student will be in successful in college.
Framework: Racial Identity Development
Racial and ethnic identity are critical parts of the overall framework of individual and
collective identity (Chavez & Guido-DiBrito, 1999). When a person is developing their identity,
there are many factors they may consider. This often the culture and tradition of their family and
community, personal experience and ethnic identity. It is not always a simple task for differing
cultures to be able to relate especially if they lack similar experiences, beliefs and culture. For
example, for White Americans, ethnicity is usually invisible and unconscious because societal
norms have been constructed around their racial, ethnic, and cultural frameworks, values, and
priorities and then referred to as standard American culture rather than as ethnic identity.
(Chavez & Guido-DiBrito, 1999). For the African American culture, ethnicity is very rarely
invisible. Unfortunately, many White faculty have become and unconscious expectation for
many African American students as well as in society in general (Chavez & Guido-DiBrito,
1999)
Ethnic identity may also affect a student’s experience in his or her own learning
environment. Learning environments must first be inclusive of multicultural ways of doing,
bases of knowledge, perspectives, and styles of educating because a strong learning community
must be created that honors, supports, and challenges each learner to be a uniquely contributing
member. (Chavez & Guido-DiBrito, 1999). It may be difficult to understand what each
individual student requires to be successful, but it is safe to say that an environment a student
feels safe and comfortable will provide a better opportunity to learn. Racial and ethnic identity
can affect the relationship with learning that individuals have in their learning environments
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 32
(Chavez & Guido-DiBrito, 1999). This is often difficult to obtain for African American students
as most individuals from White ethnic groups have experienced learning that is grounded in their
own cultural norms (Chavez & Guido-DiBrito, 1999). As this environment was designed to meet
the needs of White students, difficulties arise for many minority and international adult learners
when they attempt to negotiate learning environments that have been constructed within an
ethnic base of values, behaviors, beliefs, and ways of doing things that is different from their
own. (Chavez & Guido-DiBrito, 1999). For these reasons, it is important for educators to make
the invisible visible in their learning environments and in their own roles as educators which
supports the argument for the need for African American student to see and be taught by African
American faculty (Chavez, 1999; Stanley, 2006). Both racial and ethnic identity affect the
experience with and interpretation of relationships with others in the learning environment.
(Chavez & Guido-DiBrito, 1999).
In an effort to better understand the individual experiences of African American student
in higher education and the way in which faculty identity affect them and their experience,
research will be conducted using the model of racial-ethnic identity developed by Oyserman,
Gant, and Ager (1995) and explain how three components of racial-ethnic identity: (1)
connectedness, feeling a strong sense of belonging to one’s in-group, (2) embedded achievement,
belief that academic success is a characteristics of one’s in-group, and (3) awareness is
influenced by African American representation in a faculty population, knowledge of the
obstacles faced by members of ones in-group (Hilliard, 2008). This was done by interviewing
students to gain a view of their individual experiences.
Students were interviewed to examine their stage of identity development in connection
the multidimensional model of Black identity and explain how the four dimensions of identity
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 33
ideology are influenced by faculty who teach African American students, specifically the
benefits in interacting with and being taught by African American faculty (Hilliard, 2008)
Summary of Literature
The purpose of this chapter was to explore the relevant literature in supporting the idea
that a need exists for increase presence of faculty of color. This review of the literature provides
the following conclusions:
 Representation of faculty of color is growing but still lacks at many institutions. For
example, the California State University system is made up of 66% White faculty, while
its student population consists of 72.3% minoritized students. This shows a very
imbalanced population that lacks the ability to connect students of color with faulty who
reflect similar experiences, thought and ethnic identities.
 Diverse faculty recruitment and career preparation is influenced by the support and value
universities place on creating a population of faculty their students of color can relate to
and connect with. Mentoring for faculty of color is also critical given the rate at which
underrepresentation exists in American colleges and universities (Antonio, 2002;
Evenbeck & Jackson, 2005). If this does not occur, those of color in faculty roles have
less opportunity to grow professionally and meet the specific needs of their students of
color.
 As previously mentioned, sustained informal interaction between faculty and students is
considered essential for achieving academic and social integration of first-year students
(Lundberg & Schreiner, 2004). Faculty-student interactions are a key component in a
student’s academic success and experiences. A student’s perspective on their interaction
with faculty helps to provide insight on the areas of the student experience.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 34
Acquiring institutional agents’ social capital and cultural capital refers to competencies that
students often seek inherit and help them to navigate thought their experience in higher education
and eventually in life (Stanton-Salazar, 1997). However, there are many students who lack these
tools, which may hinder their success. Lacking these forms of capital may influence a student’s
overall success in higher education
Research Questions
This study was guided by three research questions:

1. How do African American students perceive the quality of the communication and
relatability of the faculty by whom they are taught in their higher education setting and
how does this relate to the perception of their own racial identity development?
2. What is needed by African American students, in the form of resources such as cultural
representation and the ability to provide an academic connection that enhances academic
success and that is compatible to their racial identity stage development as they pursue in
higher education?
3. In what ways does a faculty member’s academic connection contribute to a student’s
racial identity and sense of belonging in higher education?
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 35
CHAPTER THREE: METHODOLOGY
The objective of this study was to gain a better understanding the support, resources and
structures need in place to ensure success of African American students and minoritized students
in higher education. This study aimed to improve the experiences of African American students
by providing a pool of faculty wot whom they can relate socially, academically and, if necessary,
personally. Providing a nurturing and intentionally designed supportive family atmosphere for a
predominantly African American student population gives students from diverse backgrounds
and educational needs every opportunity to succeed (Kendreicks, et al, 2013). A greater
understanding of the experiences of this student population can lead to successful integration and
increase degree completion rates (Kendreicks et al., 2013; Davis, 1994).
The college system of which this university is a part consists of 66% White faculty and
36% faculty of color. The same college system is made up of 29% White or Caucasian students
and 72.3% students of color (CSU, 2014). These statistics show an extreme imbalance of the
faculty to student ration or ethic representation. Using these statistics provided, as well as
research on the importance of student-faculty interaction, the need for greater diversity among
college faculty will be discussed.
The data collected during this research were analyzed to explore the specific needs of
African American students, and to determine the role faculty of color play in the success of
students enrolled at a 4-year institution in the Pacific region. racial identity development models
were originally developed primarily for African Americans to understand the Black experience
in the United States (Chavez & Guido-DiBrito, 1999). These models may allow us to better
understand how identity is developed and expressed. This often included how and when personal
perceptions are developed. Although our perceptions of others are important and act as triggers
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 36
for development and consciousness, there is great value in the consideration of racial and ethnic
identity for oneself and groups of individuals (Chavez & Guido-DiBrito, 1999). Ethnic and
racial identity models provide a theoretical structure for understanding individuals’ negotiation
of their own and other cultures.
Using the racial identity models discussed (Chavez & Guido-DiBrito, 1999) as a
framework, this study was conducted using interviews and utilizing a sequential explanatory
design to allow for the emergence of codes, categories, and themes not previously recognized.
These theories explore a discussion that what we would describe as an intersection between
racial perceptions of others (racism) and racial perception of self (racial development) (Chavez
& Guido-DiBrito, 1999). This design supports the emergence of the following research
questions:
1. How do African American students perceive the quality of the communication and
relatability of the faculty by whom they are taught in their higher education setting and
how does this relate to the perception of their own racial identity development?
2. What is needed by African American students, in the form of resources such as cultural
representation and the ability to provide an academic connection that enhances academic
success and that is compatible to their racial identity stage development as they pursue in
higher education?
3. In what ways does a faculty member’s academic connection contribute to a student’s
racial identity and sense of belonging in higher education?
Sample and Population
The sample for the current study consisted of undergraduate/graduate students at a 4-year
institution in the Pacific region of the United States. The university was selected as sample case
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 37
and data were collected from faculty of color and current African American students enrolled in
the different disciplines and/or programs. The goal was to interview at least 20% (*) of the
African American students attending this 4-year institution. African American students are
defined, for the purposes of this study, are those who place themselves in the ethnic or racial
category of Black or African American as a part of their racial identity. The site was chosen due
to researcher’s accessibility and the relatively diverse student population.
To establish a solid participant base, the researcher contacted the campus Black Faculty
and Staff Association and the African American Student Center staff where students were
referred for participation in the study.
Once an interested candidate provided confirmation via email or in person and agreed to
participate in the study, the potential participant received an email reminding them of purpose
and conditions of the study (see Appendix A). The participants were provided with a letter
explaining their right as it pertains to participation the research study (Appendix B). Participants
were ensured that their participation in the study was voluntary, confidential and they had the
right to decline participation at any point. Upon completion of participation in the interview,
participants received a $5 gift card, which they were made aware of before agreeing to
participate in the study. Upon completion of the interview, participants were also provided a
transcript of the interview responses (see Appendix C). From this pool of individuals, a selection
of six African American men and four African American women participated in the present
study.
Instrumentation
The student sample for this study consisted of African American students who currently
attend a 4-year public institution in Southern California. The pool of students will be a group
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 38
recommended by African American faculty teaching at the previously referred to 4-year public
institution in Southern California. The institution was selected as a sample case and data
collected from current students enrolled in different disciplines and/or programs representing
both the undergraduate and graduate levels,
The profile questionnaire was designed by incorporating the racial identity models
discussed by Cross, Parham, and Helms as a framework (Chavez & Guido-DiBrito, 1999) to
determine the ways in which African American students develop their ethnic identity and the
way in which it is influenced by their experiences in higher education. These models were
originally developed primarily for African Americans to understand the Black experience in the
United States (Chavez & Guido-DiBrito, 1999). The study will analyze three theorists who each
applied and analyzed ethnic identity development. First, Cross (1971, 1995; Chavez & Guido-
DiBrito, 1999) developed one of the first and most prevalent models, a “resocialization
experience”, in which a healthy Black progresses from a non-Afrocentric to an Afrocentric to a
multicultural identity (Chavez & Guido-DiBrito, 1999). In this analysis, a transformation occurs
where the individual ideally moves from a complete unawareness of race through embracing
Black culture exclusively toward a commitment to many cultures and addressing the concerns of
all oppressed groups (Chavez & Guido-DiBrito, 1999). This specific theory will be used when
questioning and analyzing each student’s identity and how is influenced through interaction with
their faculty if color.
Second, Parham (Chavez, 1999; Parham, 1989) describes cycles of racial identity
development as a lifelong, continuously changing process for Blacks and theorizes that
individuals move through angry feelings about whites and develop a positive Black frame of
reference. This theory will be used to analyze whether cultural representation contribute to a
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 39
student’s racial identity and sense of belonging considering the cultures reflected in the faculty
by whom they are taught by. Parham relates Black identity directly to White people in a way that
moves individual Black identity from the unconscious to the conscious which delineates that
when Blacks brush up against White culture and negative differential treatment by others,
feelings of difference are triggered and subsequently a consciousness of racial identity as well
(Chavez & Guido-DiBrito, 1999).
Lastly, Helms (Helms, 1995; Chavez, 1999) developed one of the first White racial
identity models. Her model presupposes the existence of White superiority and individual,
cultural, and institutional racism. This may influence a faculty member ability to relates and
connect to African American students. This theory will be used to analyze the needed by African
American students, in the form of resources such as cultural representation and academic
relatability, and the ability to receive the support from African American versus White faculty.
Helms premise is that racial identity for whites is about their perceptions, feelings, and behaviors
toward Blacks rather than about the development and consciousness of an actual White racial
identity (Chavez & Guido-DiBrito, 1999).
The sequential explanatory strategy is a popular strategy for mixed methods design, as
this study is structured, that often appeals to researchers with strong quantitative findings and is
characterized by the collection and analysis of quantitative data in a first phase of research
followed by the collection and analysis of qualitative data in a second phase that builds on the
results of the initial quantitative results (Creswell, 2014). Weight is typically assigned to the
quantitative data and the mixing of the data occurs when the initial quantitative results ‘‘‘forms
the secondary qualitative data collection; thus. The two forms of data are separate but connected.
An explicit theory may or may not inform the overall procedure (Creswell, 2014). Applying this
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 40
method will allow the analysis of student experience and its connection to faculty ethnicity and
relatability. The steps of this strategy are pictured in Figure A.
A sequential explanatory design is typically used to explain and interpret quantitative
results by collecting and analyzing follow-up qualitative data (Creswell, 2014). This study
discovered the needs of African American students during their experience in higher education.
Findings from this study may be used to aid in the successful implementation of resources and
support needed for students if color aiming to be successful in higher education, specifically in
successfully completed a degree program and maturing academically, socially and personally,
enrolled at colleges and universities.
Data Collection Approach
The in-person interviews were conducted with all valid participants. The questionnaire
further explored the specific needs of African American students and the ability and willingness
of faculty of color to provide support and resources to African American students. Full
disclosure was made to the students regarding the reason for the study, confidentiality, and the
opportunity for the students to aid the college to enhance practices and policies concerning
African American students and their interactions with faculty of color. The institutional research
board at the University of Southern California and the 4-year institution in the Pacific region
approved the research study, interview and procedures in August 2016.
Findings from the qualitative portion of the interview were as analyzed using the
concurrent triangulation method. The concurrent triangulation approach is probably the most
familiar of the major mixed methods models in which the researcher collects both quantitative
and qualitative data concurrently and then compares the two databases to determine if there is
convergence (Creswell, 2014).
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 41
In the second stage of data analysis, narratives and emergent themes were mapped to the
racial identity models developed by Cross, Parham, and Helms (Chavez & Guido-DiBrito, 1999),
determining whether African American students were offered support and resources specific to
their needs and the ways in which 4-year institution institutions worked to provide this to their
African American students. The results of the data analysis are documented in the chapter 4 of
this research study.
This study was conducted using the racial identity models discussed by Cross, Parham,
and Helms (Chavez & Guido-DiBrito, 1999). Using this model, questions were researched and
developed to better understand the experiences African American students had during their
interactions in higher education. This 16-item instrument covered a variety of question types:
categorical/ forced choice, dichotomous, Likert-scale rating questions and open-ended questions
in the first phase of the research (Appendix).
Quantitative questions 1, 5, 9, and 13 were designed to explore how students move from
a complete unawareness of race through embracing Black culture exclusively toward a
commitment to many cultures and addressing the concerns of all oppressed groups as explained
by Cross (Chavez & Guido-DiBrito, 1999). These questions also utilize Cross’ theory to outline
racial identity as a progression, as influenced by those in an individual’s ethnic group as well as
those outside it to acknowledge ethnocentric and multicultural frames (Chavez & Guido-DiBrito,
1999). Quantitative questions 2 ,6, 10 and 14 were designed to explore the feelings students
move through about faculty of faculty of color and White faculty and how those feelings lead to
a perception of their racial identity as discussed in Parham’s theory (Chavez & Guido-DiBrito,
1999). Lastly, Quantitative questions 3, 7, 11 and 15 were designed to explore existence of
White superiority and individual, cultural, and institutional racism as theorized by Helms
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 42
(Chavez & Guido-DiBrito, 1999). Qualitative questions categorized as follows. Q4 was
designed to examine the interaction and communication with African American faculty versus
White faculty and the differences in quality. Q8 was designed to examine the support and
resources needed by African American student to meet the needs of their cultural identity. Q12
was designed to determine the specific differences noticed and experience with African
American faculty versus White faculty that supported/denied racial identity. Lastly, Q16 was
designed as a catch all with comments assigned appropriately to the racial identity models
developed by Cross, Parham, and Helms.
Qualitative Data Analysis Approach
This study utilized interviews with undergraduate African America college students
attending a 4-year public university in Southern California to identify the ways in which the
faculty they are exposed to and their individual experiences affect their success in higher
education. Examining these experiences and supports are important because it allows the
researcher to gain a complete understanding of the role faculty lay in the lives of college students
and to effectively answer the propose research questions.
Qualitative research is a means for exploring and understanding the meaning individuals
or groups ascribe to a social or human problem (Creswell, 2014). The method was chosen to
involve emerging questions and procedures and collect data typically in the participant’s setting
to ensure the data collection process is unbiased. The method also involves the researching
making interpretations of the meaning of the data (Creswell, 2014). The process of interviewing
allows for a conversation that starts with formal questions, and then leads to a more relaxed
conversation. The interview respondents were selected based on recommendation of African
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 43
American faculty from the same institution as the students interviewed. The site at the
convenience of the researcher.
After receiving review board and institution approval, an email was sent to a group of
suggested participants inviting them to participate in a research study. They were informed of the
focus of the study and ensured that they identity and personal information would remain
confidential. The interview protocol that was chosen, which involved one on one question and
answer, will allow interviewees to answer questions in a comfortable environment. It will also
allow them the opportunity to ask questions that allow clarification and elaboration.
The interview questions were designed to gather insight into each student’s perspective
the quality of the communication with African American and White faculty and identify the
differences in each experience. The goal was also to identify the specific support African
American student require and the ability of faculty to provide this support to students given the
racial identity and personal and cultural experiences. The interview questions were created by
reflecting on the elements of higher education that influence each student’s experience such as
social capital, faculty-student interaction and the presences of faculty of color in higher
education. Question were also development using the racial identity models discussed by Cross
(1995; 1971), Parham (1989), and Helms (1995) as a framework.
Data Analysis Procedures
The researcher used a sequential explanatory design. The sequential explanatory strategy
is a popular strategy for mixed methods design, as this study is structured, that often appeals to
researchers with strong quantitative findings and is characterized by the collection and analysis
of quantitative data in a first phase of research followed by the collection and analysis of
qualitative data in a second phase that builds on the results of the initial quantitative results
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 44
(Creswell, 2014). Weight is typically assigned to the quantitative data and the mixing of the data
occurs when the initial quantitative results forms the secondary qualitative data collection; thus
the two forms of data are separate but connected. An explicit theory may or may not inform the
overall procedure (Creswell, 2014). Applying this method will allow the analysis of student
experience and its connection to faculty ethnicity and relatability. The steps of this strategy are
pictured in Figure A. As explained by Creswell (2014, ,p.255), throughout the data analysis,
researchers seek “all possible meanings for the data items while maintaining no prejudgments
regarding the actual meaning of the data.”
The emphasis in qualitative research is on the quality of information derived from the
individuals sampled, as opposed to the sample size. Throughout the interviews, data analysis
occurred, and themes appeared. The use of various coding procedures assisted in examining the
information gained. Open coding permits subjects and themes to emerge from within the data,
and such emergence develops from the research question, literature reviewed, and participants
(Neuman, 2003).
Analytic notes and memos allowed for emphasis of various characteristics and
information during the interview process (De Los Santos, 2008). The data gathered required
numerical coding by academic program, year of completion of the program and participant
number. Lastly, data coding occurred to enable recognition of themes (Neuman, 2003). The
preliminary process involved coding the information using a spread sheet and categorizing of
key words and phrases used by the interview participants. This ensured a thorough analysis of
the qualitative data obtained from the interviews for further examination. This qualitative study
involved the merging of key words and phrases collected from the data to discover relationships
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 45
between qualitative data. The coding process helped to better understand, analyze, and explain
the problem under study. Participant examples from the interviews supported the themes.
Credibility and Trustworthiness
To validate the qualitative data acquired via the interview random sampling, tactics to
help insure honesty and researcher reflective commentary will be used. Random sampling
involves random sampling of individuals to serve as informants. Although much qualitative
research involves the use of purposive sampling, a random approach may negate charges of
researcher bias in the selection of participants (Shenton, 2004). The researcher will also use
tactics to help ensure honesty in informants when contributing data. In particular, this ensures
each person who is approached should be given opportunities to refuse to participate in the
project to ensure that the data collection sessions involve only those who are genuinely willing to
take part and prepared to offer data freely (Shenton, 2004).
Findings will also be reviewed by peers and asked their opinions. This will allow external
reflection of the interview process and questions. This process will make if the view of the
researcher is clouded in any way. Lastly, the researcher’s “reflective commentary” will be used.
In addition to the outside scrutiny, the investigator should seek to evaluate the project, again as it
develops which may be done through a reflective commentary, part of which may be devoted to
the effectiveness of the techniques that have been employed (Shenton, 2004). The reflective
commentary may also be used to record the researcher’s initial impressions of each data
collection session, patterns appearing to emerge in the data collected and theories generated.
Researcher Bias
When conducting a study, researcher bias can be difficult to avoid. To conduct a
successful study that provides creditable results, the researcher must be aware of their individual
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 46
biases when developing the tools, methods for and conducting research. As a first-generation
African American college student, the researcher must be careful not to as questions of the
interviewer that is leading or makes assumption of the interviewer’s experience in higher
education. To avoid affecting the outcome of the research study the researcher will need have the
interview questions reviewed by an unbiased non-participant.
An additional bias may because by the fact the researcher is an African American faculty
member. The experiences associated with this position may influence the findings and the lens
used to analyze the data. The identity of the researcher may also create a suggested “desired
experiences” while interviewing student participants. This would cause the findings to reflect
more of the researchers’ opinions, as opposed to those being interviewed.
Limitations
The limitations that may influence the selection of the population and personal
experience of the researcher in higher education. The location of the study and population we
chosen out of convenience. While the population and experience of the students interviewed
were valid and provide meaningful results, it is possible to a different 4-year public institution
may have a larger pool of students to choose from. In addition to location convenience, the
experience of the researcher was considered when choosing the topic of research. While personal
opinion did not influence the finding of this research study, it was important to remain impartial
to avoid researcher bias.
Conclusion
This chapter provides an overview and explains the method use to conduct research. The
methods used include a description of the sample, population and the method uses to
development the student population. In addition, the instruments used, the data collection
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 47
process, the data analysis process, the process of establishing credibility and trustworthiness of
the data, and the limitations of the study are provided to give a clear explanation on the
preparation for this research study. In chapter four, an analysis of the findings for this study will
be presented.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 48
CHAPTER FOUR: DATA ANALYSIS AND RESULTS
Chapter 4 illustrates the analysis of 10 interviews with African American students
attending a 4-year state university in Southern California. The purpose of the qualitative study
was to explore and identify the barriers that affect the experience, perceptions and opportunities
of these students. The qualitative research method was appropriate because it was a thorough
approach and allowed for the exploration of the experiences and perceptions of the participants
through broad inquiries pertaining to their encounters as students. An interview question guide
included items pertaining to either the fair representation or non-existence of African American
faculty in higher education. This was done by collecting each students’ personal experience and
perceptions formed the basis of the interviews. Chapter Four includes a presentation of the
findings and results of the qualitative study.
Data Collection
Data collection began with a search for African American students attending
postsecondary institutions in Southern California. Identification of candidates who held the
position of administrator occurred through communication with African American faculty
currently teaching at the California University and administrators of the campus’ African
American student center. A sizable number of postsecondary schools were available in or near
Southern California. Contact with the institutions’ administrative internal review board office for
approval was completed before the study began.
Data collection involved 30- to 45-minute individual interviews with six male and four
female African American undergraduate students selected through purposeful sampling of the
population. The purpose of selecting the 10 students was to explore and identify how the lack of
cultural presentation among faculty may directly affect them. Thorough analysis of the data
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 49
yielded emerging themes in terms of the backgrounds, experiences, and influences of the 10
students. The research questions formed a foundation for the study and served as the vehicle for
the study and study the results: The participants answered the questions during the interview.
The study focused on two complex topical areas: (a) students’ academic success and support in
higher education and (b) students’ sense of belonging and cultural representation in higher
education.
Population Demographics
The 2010 census showed that the United States’ population on April 1, 2010, was 308.7
million. Out of the total population, 38.9 million people, or 13%, identified as African American
alone (U.S. Census Bureau, 2011). The population for this study came from a public Southern
California university and population was chosen due to its convenience to the research and
diversity of students. The university was chosen for its convenience and location to the
researcher. The participants’ background and personal experiences were distinctive and valuable.
Those traits included age range (18-24), at least one year of completion of undergraduate
students and the university, varied experience with White faculty, African American faculty and
other faculty of color and perspective on the future on faculty if color in higher education,
Participant 1 was a female 3rd year, finance, real estate & law student. This participant
stated that she appreciated African American faculty because she felt they are usually more
understanding and smart. She felt the faculty she worked with have cared about her success.
Participant 2 was a female 4th year animal science major. This participant stated that she has
experienced a lack, academically, of African American faculty. Participant 3 was a male 3rd
year math major. The participant believed African American faculty are helpful and have the
best intentions. Participant 4 was a male, 4th year graduating senior who is a computer science
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 50
major. This participant shared that he had two African American studies professors who were
African American. One class discussed contemporary issues, the Black panthers, and a deeper
understanding of African American issues. He met additional faculty members by visiting an
African American student center event. He stated he believe there are sometimes feel there are
consequences to interacting with White faculty. Participant 5 was a male, 5th year landscape
architecture major. This participant had held various positions working on and off campus with
African American faculty.
Participant 6 was a male, 4th year business management major. He stated that he has had
a good experience with African American faculty. He had two so far and they were both very
helpful. They were relatable. The taught classes that had larger class sizes. Participant 7 was a
male 3rd year mechanical engineering major. He shared that his math professor was African
American. She was the first African American faculty member he had been taught by. She taught
calculus. She taught him leadership and he felt more was more motivation in her class. It was
easier to learn and he felt safe in her class. H did not experience any criticism. He also had an
African American male faculty member who reminded us that racism is alive in other countries
as well, not just hear in America. Participant 8 was a female senior hospitality major. This
participant shared that African American faculty are very helpful. Especially in a writing class,
she once took. It was a heavy writing class. The professor said, “I see that potential. Put it in the
paper. As a Black woman, I want people to know you have those skills. I’ll help you even after
the semester is over if you need it.” She cared enough to make sure she did well. Participant 9
was a male 2
nd
year industrial engineering major. He shared that he met one librarian who was
African American. He also had an engineering professor that was African American. One of his
professors was African American but was not from the United States of America. She was from
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 51
Africa. He shared that it was good to see her. She discussed her story with students. She started
her journey to becoming a professor at 45. It was very inspirational and taught him to never give
up, no matter where he came from. Participant 10 is a female 3rd year political science major.
This participant stated that as a junior and this was her first year having an interaction with an
African American faculty member. The academic programs of the participants varied from Math
Political, Science and Consumer affairs.
Significant Findings
The design of the questions allowed the researcher to introduce a general theme and
provide participants the opportunity to expand on personal experiences and opinions. Each
student started his/her interviews by providing a general overview of their experience with
African American faculty and their past and present experiences in education. The study revealed
the relatable communication, frequency of communication with faculty and African American
faculty contributions to student’s sense of belonging as themes that emerged in each of the 10
interviews. The following sections include identification of the themes supported by a selection
of narratives of the students.
Faculty Relatability
Eight participants expressed the importance the need to relate to faculty members
culturally and through the presence of African American faculty. Participant 1 expressed the
following: “There are very few African American faculty. They are usually more understanding
and smart. They really cared about my success.” In agreeance, Participant 2 expressed the
following: “Yes. It is uplifting to see an African American man with a PhD teaching me. There
are maybe two African American faculty in my college/department; it feels great to see someone
who looks like me.” When asked if racial identity is affected, the participant replied, “Racial
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 52
identity, yes. Having African American faculty made me want to try harder. They put an
emphasis on doing well. It makes me want to try my best.” Similarly, Participant 7 stated the
following:
My math professor was African American. She was the first one I had. She taught
calculus. She taught me leadership and I was more motivated in her class. It was easier to
learn and I felt safe in her class. I did not experience any criticism. I also had African
American male faculty member. He reminded us that racism is alive in other countries as
well, not just here in America. The (director) at the African American student center give
me advice and information. The director at the MEP program gives me information about
resources. We having meetings in the office. African American faculty members give
possible scenarios and possible answers to consider. They help better prepare me. White
faculty do too, but not in the same way.
These student experiences show an appreciation for a faculty population representative of the
students being served. It also magnifies the need for more opportunities to interact with and to be
taught by faculty of color, specifically African American.
Similarly, Participant 8 shared the following: “White faculty don’t care. African
American faculty care more because of our race. They had the knowledge and wanted to make
sure I got that knowledge.” He went on to share that African American faculty have a similar
story that they can share and relate. They usually have a similar experience and the knowledge to
give it to the next person. Share knowledge. Everyone is helpful. They have knowledge and they
encourage us to give it to the next person; they share knowledge. These student experiences are a
reminder that the ability to relate to each student in not innate. Many faculty lack this simply due
to the lack of experience and exposure.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 53
Further expressing a need for African American faculty relatability through
representation, Participant 10 stated the following:
I have more communication with White faculty because there are more of them. They are
the majority. I won’t say certain things because of the way it may be perceived. African
American faculty would enter understand me. We have commonalities. We need more
African American faculty, an initiative to create a presence that says it is important that
African American faculty are here and not just to bring about “Diversity”. What does that
even mean?
Most students agreed that representation of the campus faculty was not evenly
distributed, nor did it meet the needs of students. A need for African American students to be
taught by African American faculty is a need that has been previously realized, but these
research findings now inform of its urgency.
Confirming the lack of relatable to African American students, Participant 1 shared the
following strong opinion: “White faculty are not approachable, or are usually less approachable.
African American faculty are approachable. They are more available during office hours and
offer more examples and ways to practice outside of class” She went on to share that she had
also been given information about how to get help online such as how to apply for financial aid.
Both students shared experiences that show faculty providing support to students that may not be
a requirement or part of their job description, but contribute to providing a more valuable
experience toward students’ social, emotional and mental well-being.
Lack of Belonging
The sense of belonging on college campus may determine whether a student sees
themselves as a valuable part of the higher education community. Participant 10 also shared the
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 54
following view: “I have learned that I have to get used to not seeing people who look like me. In
school. In corporate America. I have to learn to be diverse, like corporate America.” She
expressed that there is no board of African American faculty who come to meet with her or her
community. This is something she felt she had to get used to. “I don’t feel like I belong. This is
just a process. Something that I have to do to be successful. To get to my goal. We are not told
why belonging is important.” This experience speaks to the lack of validation and acceptance felt
by African American students on this campus.
Providing a similar opinion on the issue of relatability and inclusiveness, Participant 4
shared the following:” There is more camaraderie with African American faculty. They are
actually here for my success. They will ask, “How are you?” in general.” He shared that one
African American faculty member offered his time to her when he was no longer his student. He
explained, “There is an overarching CPP provide. It is somewhat “Professes” (Gloated) in a way
that makes me feel proud. Makes me feel included.” The feeling of inclusion allowed this student
and likely many others, to seek more faculty they felt understood by and that they matter to. This
confirms the importance and validation.
Having a similar experience, Participant 2 shared the following: “African American
faculty recognize that there are only a few of us and. We have a different way of communicating
because we both exists. We need to work together. White faculty don’t.” She explained that it is
often expressed that the college campus is a diverse campus but questions where. “African
American faculty let it be known that we are ‘small.’ There is a sense of unity with them and at
the African American student center. They promote togetherness.” Agreeing on the need to feel a
part of the larger community, Participant 7 stated the following: “I see African American faculty
and it makes me feel like everything will be ok. We can get by. We can make it. White faculty
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 55
tell me where to go but not what to do.” These experiences show non-African American faculty
lack the ability to make students of the same cultural background feel important, validated and a
member of the higher education community. These types of onions and experiences must be
validated and addressed so that all students are provided the social and emotional support
required to succeed academically.
Frequency of Communication
While access to faculty, staff and resources likely determine whether some students reach
their academic potential and social success in higher education, the response from the
participants consisted of blatant examples of why effective and frequent communication is
crucial to student success. Participant 7 stated the following: “African American faculty are more
interested in my success. Not just in class. The give real answers to questions.” He shared when
he approaches them, he always gets what he came for and they checked with him me to make
sure he was doing o.k. Based on his interactions, White faculty are very general in their
communication. “If you don’t get it they don’t care.” While there some that are dedicated,
“White faculty are not as helpful,” he explained. “They are not worried about my success.”
Sharing a similar experience. Participant 6 shared the following: “Yes. It’s easier to get
them (African American faculty) to answer questions. I can always go to them as a resource. I
meet up with them to talk or ask questions if I need to.” She felt inspired to have them as
professors. They also helped with concerns with life. Expressing a very similar opinion
Participant 2 who stated the following: “African American faculty are more open and it’s not just
about business. It’s more personal. They’ll ask “How are you?” They are more approachable.”
Agreeing, Participant 9 also expressed the following: “African American professors are more
relaxed. We talk about basketball and have professional conversations. They give more
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 56
information than White faculty.” Participant 10 also agreed; “Yes, they are at are a lot of events
and provide information about the resources on campus. Usually African American employees
are administrators and not faculty.” The regular and personal communication these students
received influences the opinion of African American versus White faculty. More often they not,
they received what they needed to by approached the faculty member to mirrored their cultural
and personal background and experiences.
Supporting the need for regular communication in addition to classroom experiences,
Participant 3 shared the following perspective: “African American faculty are more open to
sharing resources. Provide information about books. Offer help in class. With White faculty, you
have to ask or it is not offered to you.” She expressed seeing more African American faculty
come to events, speak out on student issues, and listen to student problems. They take the
information to other faculty members to hear as well. Expressing frustration, she explained,
“African American faculty talk about the injustices happening to African American students and
can relate. White faculty cannot. They won’t come to events were we discus or deal with these
issues.” Participant 8 agreed by stating: “African American faculty actually care. They offer to
help me even after the quarter is over.” Whether White faculty care about African American
students was made clear in the examples given. The consensus of the majority is that lack the
ability to care.
The experiences shared with African American faculty show a connections and level of
relatable that only they can provide. While White faculty may attempt, some things such as
cultural experiences and “being a Black male or woman on a college campus,” simply cannot be
duplicated. There is a limit to the amount of empathy that can truly be expressed and
experienced.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 57
Summary
Chapter Four illustrated the results for the qualitative study implemented to explore and
identify the experiences and, often, barriers that hinder the success of African American students
in higher education by receiving exposure to and working with African American faculty
members. Chapter Four began with an explanation of the purpose of the study, the data
collection and analysis procedures, and each participants’ demographic information. The chapter
showed information relating to the themes and examples provided in the participants’ replies
relative to the research question for the qualitative study.
Returning to the research questions, specific themes emerged from the interviews and
data collection. In response to research question one which questioned African American student
perception of the quality of the communication and relatability of the and its relation to the
perception or interpretation of their own racial identity development, all participants expressed
that their interactions were more frequent and authentic than with White faculty. Research
question two sought to identify the needs of African American students, such as cultural
representation and the ability to provide an academic connection that enhances academic success
and that is compatible to their racial identity. The results show that barriers do exist in higher
education in terms of African Americans faculty holding positions that may support and
determine the academic, social, and professional success of African American students. African
American faculty ware more likely to provide social and emotional support and information or
access to resources such as tutoring, financial information and professional mentoring and
planning.
In response Research Question 3 which attempts to identify the ways faculty member’s
academic connection contribute to a student’s racial identity and sense of belonging in higher
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 58
education, participants expressed a lack of African American faculty in higher education which
caused an absent of cultural representation resulting in a false sense of belonging and lack of
support provided to African American student from non-African American faculty. All
participants noted a lack of African Americans in faculty positions. Of the participants, 9
believed that the lack of African American faculty in higher education has created a barrier to the
academic success of African American students. In relation to diversity, 8 indicated that
institutions undervalued the importance of diversity and cultural representation. The responses
from the participants varied but in general provided information that may aid an educational
institution in creating an environment in which African American students and other students of
color creating a feel included, validated and a valued part of their higher education community
and to eliminate the barriers students often feel exist. These results led to recommendations and
conclusions discussed in Chapter Five.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 59
CHAPTER FIVE: CONCLUSIONS AND DISCUSSION
The purpose of this qualitative study was to explore the impact of African American
faculty’s presence in higher education and its relation to the success and experiences of African
American students. Based on the need for a more African American faculty in the higher
education population, White faculty may lack cultural representations and connections that can
often only be provided by African American faculty. The higher education experiences were
collected of 10 currently enrolled African American students attending a 4 – year public
university. As previously stated, African American scholars suggest that, the African American
experience in American society requires they interact with and participate in White institutions
(Wilson & Wolf-Wendel, 2005). This final chapter contains six sections. The first section
summarizes the results. The second section offers a discussion of the results. The third section
presents the discussion of the results in relation to the literature. The fourth section interpret the
study limitations. The fifth section offers the implication of the results for practice. The final
section proposes recommendations for future research.
Summary of the Results
The purpose of this study was to explore the role of African American faculty in the lives
of African American students and the reason for the increased need for their presence on
university campuses. As previously explained, Oyserman, Gant, and Ager’s (1995) racial-ethnic
identity theory shows how three components of racial-ethnic identity are influenced by African
American representation in a faculty population, knowledge of the obstacles faced by members
of one’s in-group (Hilliard, 2008). The previous chapter analyzed the data related to the
perceptions of 10 African American college students. Perceptions of these experiences were
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 60
shared through a series of in-depth, structured open-ended questions. This study focused on these
perceptions through analyzing data using the racial identity model.
The approach used to analysis data included reading the responses, separating the
material in terms of ten interview questions asked. Survey responses were evaluated based on
their clarity, depth of feeling, and keep words and phrases mentioned. For major themes, a
majority of the survey respondents agreed on an issue, and, when fewer than three participants
agreed on an issue, it would be considered a sub-theme. While analyzing, no sub-themes were
identified. Ten tables were created for each question with the original text descriptions of the
participants. Each table was reviewed for visual examination to ensure all data were included,
determine data entry errors, and scan for omitted data. Each theme was indicated as a heading
and a clearly indicated.
The research questions influenced the basis of this study and were used to conduct in-
person interviews discussing student experiences with African American versus White faculty.
To better understand the benefits that may come from student and faculty cultural representation
and the interactions and support provided, the following research questions were examined:
1. How do African American students perceive the quality of the communication and
relatability of the faculty by whom they are taught in their higher education setting
and how does this relate to the perception of their own racial identity development?
2. What is needed by African American students, in the form of resources such as
cultural representation and the ability to provide an academic connection that
enhances academic success and that is compatible to their racial identity stage
development as they pursue higher education?
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 61
3. In what ways does a faculty member’s academic connection contribute to a student’s
racial identity and sense of belonging in higher education?
Discussion of the Results
The purpose of Research Question 1 was to determine how African American students
perceive the quality of the communication and relatability of the faculty by whom they are taught
and how this relates to the perception of their own racial identity development. The three themes
were African American faculty communication is more authentic and relatable, communication
with African American faculty members occurs more often than with White faculty, and
communication with African American faculty contributing to students feeling valued and apart
of the higher education community. The ten participants’ responses revealed an increased need
for regular, effective communication and validation from all faculty that is reflective of each
students’ individual ethnicity or cultural experiences. Thus, there are benefits to African
American students being taught by African American faculty, such as the ability to develop a
more informed student and increase the likelihood of academic success for students of color,
specifically African American students.
The purpose of Research Question 2 was to determine the needs of African American
students in the form of resources such as cultural representation and an academic connection that
enhances academic success compatible with their racial identity development stage. The two
common themes were that resources and support were made available outside of class and after
the completion of an academic quarter more often by African American faculty, and that students
believed being taught by and working with a African American faculty member provides them
with cultural representation in positions of power and leadership All participants’ responses
acknowledged the need for exposure to cultural representation in successful professional and
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 62
such academic faculty and administration. These themes indicated their reasons to validate each
student’s individual needs essential to their overall success. Thus, there is an increase in or
creation of a diverse faculty population specifically the addition of African American faculty
members, would result in students feeling that they belong in higher education, are represented
and reflected in the faculty that teach them, would increase the likelihood of student academic
success and the value of each student’s college experience.
The purpose of Research Question Three was to determine the ways in which a faculty
member’s academic connection contribute to a student’s racial identity and sense of belonging in
higher education. The common themes were a belief in the importance of valuable representation
in the culture of African American faculty members and the perception and concern that White
faculty lack the ability or willingness to help African American students feel a sense of
belonging. From interview results, nine participants responded that they believe African
American faculty are likely to make them feel included and a part of the campus community.
Thus, yes, African American college students, appreciate, and value the exposure and influences
provided by African American faculty members. It was also made clear that African American
students need to feel that their position in the community is respected just as their White
counterpart.
Discussion of the Results in Relation to the Literature
The purpose of this study was to explore the impact of African American faculty on
African American students. The underrepresentation of faculty of color, specifically African
American faculty, that they too do not belong institutions of higher education (Hu & Kuh, 2001;
Lundberg & Schreiner, 2004). This implies the correlation between faculty representation and its
contribution to the number of African American students who apply to and attend 4-year
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 63
institutions. For this purpose, the role of increased presence and representation of African
American faculty should be further studied (Parker, 2006: Stanley, 2006). The research questions
and sub-questions formed a basis for creating interview questions used to prompt data from the
participants. Specifically, the literature review began with an exploration of African American
community college students’ attitudes toward the presence of African American faculty in higher
education, the value of cultural representation and the ways in which interactions with African
American versus White faculty may influence their experiences and perceptions of attending
college. An initial study of the related literature regarding these topics provided a greater
understanding of the concepts being studied.
The theoretical framework of racial-ethnic identity developed explained by Oyserman,
Gant, and Ager (1995) led to the creation of categories in the relevant literature: history of
faculty representation, faculty recruitment and career preparation, the importance of student-
faculty interactions, (c) social capital and its effect on student success, academic needs of
students of color, specifically minoritized students, versus their White counterparts, and
dissecting the idea of social capital and institutional agents
The categories identified in the review provided a platform for structuring the interview
questions used in the data collection stage. Data collection involved structured, in-depth
interview questions posed during in-person interviews with 10 African American undergraduate
college students attending a 4-year public university in Southern California.
Limitations
There were three limitations to this study. The limitations for this study include sample
size, research was limited to one institution and faculty were not interviewed. These limitations
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 64
prevented a thorough investigation of the opinions and experiences of African American
students.
Sample Size
The interviews were conducted in person, and each participant’s response was written
down. As such, only ten students were invited to be interviewed. This represents a small portion
of the university’s population. This method was used out of convenience but did not allow for
thorough responses, as would a tape- or vide-recorded conversation. This also limited the ability
to engage in follow-up or additional questions and responses and further examination of the
respondents’ experiences with African American faculty.
Due to the small sample, the knowledge gained is not generalizable the remainder of the
student population. It is also be difficult to generalize to African American student population
attending other 4-year public universities.
Limit of One Institution
Interviews were conducted at one local institution. By limiting the research to one
institution, the findings are limited to a small portion of the state of California and an even
smaller population of the United States. This limitation also provided only the perspective a state
university, which often differs largely in population serves, academic dynamics and structure
such as on private and vocational campuses in California
Exclusion of Faculty Interviews
Interviews were conducted with students to better understand the interaction with African
American faculty; however, faculty interviews were not a component of this study. By not
acknowledging the faculty voices who taught the students who were interviewed, we are limited
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 65
to one side of the story. We are also missing the experiences of the faculty population on this
campus and their view on the current status of the diversity of the faculty population.
Implications
Results may have implications for future research and practice. The
results indicated that African American faculty influence the experience and perceptions of
African American students. This may imply that more faculty members are needed to teach and
better represents a growing population of African American students. All participants shared that
seeing a faculty member “who looked like them” helps them to feel encouraged about their
future and validated as a person of color in society. As previously stated, while greater numbers
of underrepresented minoritized students fill college and university classrooms, URM faculty
representation lags far behind (American Federation of Teachers, 2010). In simpler terms,
representation matters. An increase in the African American faculty population on university
campuses may imply that publicizing positive images has a positive effect on others, this include
students as well as member of the community.
This study also resulted in African Americans students indicating the importance of
having positive role models and faculty members in their college experience, culturally and
socially. This result implies that, for students of color, specifically African Americans, to have a
positive experience in college, universities must invest in a faculty population that all students
can benefit from academically, socially and emotionally. Creating an environment of positive
reflection of identities can set the tone for future practices. African Americans feel connected,
and strive for greater achievements, when mentored by other African Americans (Strayhorn,
2013). For some individuals to pursue professional positions, a visual of the possibilities is
needed. This result seems to imply that positive role models are a necessary component of
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 66
having a positive effect on the students experience in higher education and for future
generations.
Recommendations for Future Research
Results revealed that the representation of African American students matters and is an
important and a valuable part of the college experience for African American students. Future
research should be conducted on whether student needs, such as social and emotional needs, are
fully considered when recruiting and building faculty populations.
Additional research should be conducted, via a quantitative study, to determine if there is
a difference in respondents based on resident state, ethnicity, and sex. Future quantitative
research would produce results that would allow for comparison and isolation of datasets. This
might quantitative study would include a larger population and gather more respondents, for
analysis to provide a more in-depth analysis of student engagement. A closer look at whether
engagement and connection play positive academic or social a role in regards to faculty
representation would help higher education professionals better understand the needs of students
of color, specifically African American. This research may provide answers to better answer the
question of what representation means to students and faculty other than the commonly
discussed racial, cultural and socioeconomic implications.
Conclusion
This study resulted in a greater understanding of the perceptions of African American
undergraduate students’ experiences with African American faculty and how their presence
influences their own college experience and overall success three major conclusions can be
drawn from the college student experiences, opinions and perceptions expressed.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 67
First, the presence of a quality and influential African American faculty population
positively contributes to the academic career success. Second, communication with African
American faculty members occurs more often than with White faculty and the frequency of these
interactions directly affect the student experience. Finally, the opinion that African American
faculty communication is more authentic and relatable for African American students.
This final chapter summarized the related literature and methodology of the study,
presented a discussion of the data analysis and conclusions drawn from the data analysis,
identified implications for students in the public university system and suggested
recommendations for further research. African Americans role in promoting and supporting
diversity, both within their own environments and as role models for students. Their role of
supporting African American students and often-minoritized student success is extremely
significant. The lack of African American faculty members has stirred social and cultural
awareness for students. Universities must prioritize the development of a system that
continuously values the specific needs of students and continue to embrace and address feelings
and experiences of these students and the faculty who teach them. The voices of student and
faculty must provide a course in continuing the efforts to improve the college’s experience.
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 68
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Appendix A
IRB Consent Form

University of Southern
California Rossier School of
Education
Waite Phillips Hall 3470 Trousdale Parkway Los Angeles CA
90089

Representation Matters: The effect of African American faculty on African
American students

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You
should ask questions about anything that is unclear to you.

To be eligible to participate in this study, you must be aged 18 or older, an African American
Undergraduate or Graduate student attending California Polytechnic University (CPU),
Pomona, and you must have experience being taught by an African American faculty member
and White faculty member.

PURPOSE OF THE STUDY
This research study aims to understand the role representation plays in the faculty/student
academic and social interaction. It will also gather information on the benefits that may come
from a student’s ability to relate to college faculty members culturally. This study will aim to
confirm the need for students to be taught by faculty members who “look like them” and the
need for an increase in the diversity among faculty pools in higher education.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in an interview which is
anticipated to take about 15 minutes. The interview will be conducted at a time and place
convenient to you and the researcher, including via phone, internet or in person. You do not
have to answer any questions you don’t want to.

If necessary, you may be contacted for a follow-up interview, in order to clarify or confirm your
responses.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will receive $5 gift card for your time. You do not have to answer all of the questions in
order to receive the card. The card will be given to you at the end of your participation.
INFORMATION/FACTS SHEET FOR EXEMPT NON-MEDICAL RESEARCH
Study ID: UP-16-00565 Valid From: 10/31/2016
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 77
Last edits made on: October 27, 2016 – Information Sheet for Exempt Applications
UPIRB#: UP-16-00565
ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with USC and/or CPU, will not be
affected whether you participate or not in this study.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential.
Your responses will be coded with a false name (pseudonym) and maintained separately from
any identifiable data. The audio-tapes will be destroyed once they have been transcribed.

The data, including identifiable data, will be stored on a password protected computer in the
researcher’s office for three years after the study has been completed and then destroyed.

The members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research
studies to protect the rights and welfare of research subjects.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator Shireetha Gethers via email at gethers@usc.edu or phone at (562) 377-
4372 or Faculty Advisor Alan Green alangree@usc.edu or (213) 740-2532

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
Study ID: UP-16-00565 Valid From: 10/31/2016
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 78
Appendix B
Interview Protocol
Heart of the Interview Question: Setting the Stage
I am hoping we could start with you telling me a little bit about your experience with
faculty at your current institution… Is your experience the same with faculty you have been
taught by… Have you notice a difference in you experience based on the ethnicity of the faculty
members…
Heart of the Interview
Interview Question 1: How often do you communicate with your instructors who are African
American?
Interview Question 2: DO you find your communication to be effective or useful to your
college career? Racial identity?
Interview Question 3: In what ways does this communication difference from that of White
faculty?
Interview Question 4: What resources do you require do require to be successful in college?
Interview Question 5: How are those resources or information to access the of those resources
provided by faculty?
Interview Question 6: How is access to, or information about resources or support is different
based on the ethnicity of your faculty?
Interview Question 7: Aside from lectures, how do your college faculty help ensure your
academic success?
Interview Question 8: How does this differ between African American and White Faculty?
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 79
Interview Question 9: How do you college faculty make you feel a sense of belonging on you
college campus?
Interview Question 10: My final question for you: Is there is anything that you would add to
our conversation today that I might not have covered?
Closing
Thank you so much for you sharing your thoughts with me today! I really appreciate
your time and willingness to share. Everything that you have shared is really helpful for my
study. If I find myself with a follow-up question, I am wondering if I might be able to contact
you, and if so, if email is ok? … Again, thank you for participating in my study.
Special Considerations and Probing
Transitions
1. So, we have spent most of our time talking about ….
2. Now I would like to change gears a little bit and ask about….
3. Thank for you thorough response, not I would like to ask you about…
4. Is there anything else you would like to add before we move to the next question?
Probing Statements/Questions
1. That is interesting, could you please tell me a little bit more about…
2. I want to make sure I understand, could you please tell me what you mean by…
3. I am wondering how you were feeling in that moment?
4. It would be great if you could walk me though
FACULTY SUPPORT OF AFRICAN AMERICAN STUDENTS 80
Research and Interview Questions Table

Research Question Interview Question
How do African American students perceive
the quality of the communication and
relatability of the faculty by whom they are
taught in their higher education setting and
how does this relate to the perception of their
own racial identity development?
I.Q.: 1, 2, 3
What is needed by African American students,
in the form of resources such as cultural
representation and the ability to provide an
academic connection that enhances academic
success and that is compatible to their racial
identity stage development as they pursue in
higher education?
I.Q.: 4, 5, 6
In what ways does a faculty member’s
academic connection contribute to a student’s
racial identity and sense of belonging in higher
education?

I.Q. 7, 8, 9

Abstract (if available)

Abstract This dissertation takes a closer look at the representation of faculty of color in higher education and how it affects student success and experiences. Specifically, African American students were asked about their experience being taught by and working with African American faculty. The goal was to determine whether representation in higher education mattered to students, their needs, experiences, and academic success. ❧ The data was collected by interviewing student who attended a four-year public university in Southern California. Students were asked to share their experiences and opinions of the presence of African American faculty on their campus and in what ways, if any, did it influence their overall experience. ❧ The findings of the study revealed that there is a need for more students to be taught by faculty they can relate to cultural, academically, and socially. The study also revealed that the presence of faculty is almost not existent at this university, but has a powerful impact on students, their ability to persist and their sense of belonging. The findings of this study bring to light the need for more research on the topic of cultural representation in higher education. It is also revealed that the issue of a diverse faculty population is not limited to this university.

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Asset Metadata

Creator Gethers, Shireetha Denee (author)

Core Title Representation matters: the ways in which African American faculty support African American students in higher education

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 03/29/2017

Defense Date 03/10/2017

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African American faculty,African American students,faculty representation,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Green, Alan (committee chair), Montano, Guadalupe (committee chair), Baca, Reynaldo (committee member)

Creator Email gethers@outlook.com,gethers@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-349654

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