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Factors influencing the success of Black male faculty at a Predominantly White Institution

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Factors influencing the success of Black male faculty at a Predominantly White Institution

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Content Factors Influencing the Success of Black Male Faculty at a Predominantly White Institution Henry Christopher Sanders Rossier School of Education University of Southern California A dissertation submitted to the faculty in partial fulfillment of the requirements for the degree of Doctor of Education May 2024 © Copyright by Henry Christopher Sanders 2024 All Rights Reserved The Committee for Henry Christopher Sanders certifies the approval of this Dissertation Monique Datta Cathy Krop Maria Ott, Committee Chair Rossier School of Education University of Southern California 2024 iv Abstract This qualitative research study examines Black male faculty's challenges in persisting at a Predominantly White Institution (PWI). Eleven Black male faculty members from a large PWI in the Western United States were interviewed using a purposive and snowball sampling methodological approach. Individual narratives were analyzed based on critical race theory and guided by Clark and Estes’ (2008) gap analysis framework. The data analysis yielded six themes: knowledge of job requirements is foundational; protection of time is vital; self-confidence in career goal obtainment is crucial; value perception in career goal obtainment is motivational; inclusion of unique pedagogies and research interests is critical; and targeted mentoring opportunities are essential. Findings suggest Black male faculty at a large PWI face unique challenges that can go unnoticed by institutional leadership. Black male faculty often expend an enormous amount of mental and physical energy surviving at a PWI. This survival mode approach is untenable and often leads to the exhaustion, burnout, and eventual departure of Black male faculty from post-secondary education. This study recommends that PWIs deploy policies, practices, resources, and training to support their Black male faculty demographic to mitigate the problem of practice concerning their ability to persist. Implementing the suggested recommendations can increase Black male faculty success rates, improving all students' educational experiences. v Acknowledgments My doctoral journey has ranged from exhilarating to exhausting, but it was worth the many ups and downs. I learned the power of asking for help and the reward of connecting with individuals willing to help without expecting personal gain. In many cases, assistance was rendered because individuals wanted to see me succeed at adding to the academic body of knowledge by completing my research. I must thank my dissertation committee for their insightful feedback and guidance. Thank you, Dr. Ott, for your gentle nudging and steadfast confidence in my ability to complete this endeavor. Dr. Datta, you were there to challenge me and ensure that my allegiance to APA standards was always honored. Dr. Krop, thank you for thoroughly reviewing my revisions and asking insightful questions that always led to a more impactful dissertation. I must thank all the individuals at UHL (the pseudonym for my research institution) who helped me gather baseline data even before I confirmed my dissertation topic. Thank you to those in leadership at UHL who met with me and allowed me to use your institution as my research setting. Finally, I must thank the Black male faculty (i.e., study key stakeholders) at UHL who took time out of their schedules to meet with me and share invaluable insights concerning their lived experiences. I could not have completed this journey without the assistance of the individuals at UHL. Lastly, I must thank my wife. Kimberly, I know it was not easy having me busy with schoolwork and not being able to spend much-needed time with you. Now that this journey has concluded, we can spend more time catching up on the binge-watching of our favorite episodes on Netflix and Hulu. Thank you for encouraging me to persist on this journey and for your unwavering support. vi Table of Contents Abstract.......................................................................................................................................... iv Acknowledgments........................................................................................................................... v List of Tables ................................................................................................................................. ix List of Figures................................................................................................................................. x Chapter One: Overview of the Study.............................................................................................. 1 Background of the Problem ................................................................................................ 3 Statement of the Problem.................................................................................................... 4 Purpose of the Study ........................................................................................................... 5 Significance of the Study .................................................................................................... 6 Definition of Terms............................................................................................................. 7 Organization of the Study ................................................................................................... 7 Chapter Two: Review of the Literature .......................................................................................... 9 Critical Race Theory........................................................................................................... 9 Changing Demographics................................................................................................... 11 The Changing Role of Post-Secondary Institutions.......................................................... 13 The Need for BIPOC Faculty ........................................................................................... 14 Challenges Facing Black Male Faculty ............................................................................ 16 Needs Analysis Theoretical Framework........................................................................... 29 Conceptual Framework..................................................................................................... 41 Summary........................................................................................................................... 44 Chapter Three: Methodology........................................................................................................ 45 Research Questions........................................................................................................... 45 Overview of Design .......................................................................................................... 45 Research Setting................................................................................................................ 46 vii The Researcher.................................................................................................................. 46 Data Sources ..................................................................................................................... 47 Population and Sample ..................................................................................................... 48 Instrumentation ................................................................................................................. 49 Data Collection ................................................................................................................. 50 Data Analysis.................................................................................................................... 50 Credibility and Trustworthiness........................................................................................ 51 Ethics................................................................................................................................. 52 Summary........................................................................................................................... 52 Chapter Four: Findings................................................................................................................. 54 Participants........................................................................................................................ 55 Findings for Research Question 1..................................................................................... 56 Discussion for Research Question 1 ................................................................................. 63 Findings for Research Question 2..................................................................................... 64 Discussion for Research Question 2 ................................................................................. 70 Findings for Research Question 3..................................................................................... 70 Discussion for Research Question 3 ................................................................................. 78 Summary........................................................................................................................... 78 Chapter Five: Discussion .............................................................................................................. 82 Findings............................................................................................................................. 82 Recommendations for Practice ......................................................................................... 86 Limitations and Delimitations........................................................................................... 94 Implications for Practice ................................................................................................... 95 Future Research ................................................................................................................ 96 Conclusion ........................................................................................................................ 97 viii References..................................................................................................................................... 99 Appendix A: Interview Protocol................................................................................................. 123 Appendix B: Information Sheet for Exempt Research ............................................................... 126 ix List of Tables Table 1 Post-Secondary College Classifications......................................................................... 28 Table 2 Summary of Proposed Knowledge, Motivation, and Organizational Needs.................. 30 Table 3 Full-time Professional Grade Faculty Race/Ethnicity Data ........................................... 49 Table 4 Summary of Participant Characteristics......................................................................... 55 Table 5 Summary of Assumed Knowledge Needs...................................................................... 57 Table 6 Summary of Assumed Motivation Needs....................................................................... 65 Table 7 Summary of Assumed Organizational Needs................................................................. 71 Table 8 Summary of Assessed Knowledge, Motivation, and Organizational Needs.................. 79 Table 9 Summary of Recommendations ..................................................................................... 94 x List of Figures Figure 1 Conceptual Framework.................................................................................................. 43 1 Chapter One: Overview of the Study The underrepresentation of Black faculty at predominately white institutions (PWIs) is a long-standing problem. Since their inception, PWIs were never designed to support the pedagogies of Black faculty (Brown, 2009; Dittmer, 2017). Historically, Black faculty have faced cultural, social, and institutional barriers that have prevented them from obtaining and maintaining positions that support the achievement of their teaching and research aspirations (Allen et al., 2000; Nyunt et al., 2022; Patton, 2016; Wingfield, 2015). Despite supporting data that sufficient numbers of Black faculty have the educational credentials required to teach at PWIs, the numbers of Black faculty remain out of proportion to what is needed to mirror Black student demographics on PWI campuses (National Center for Education Statistics [NCES], 2021; Taylor et al., 2020; Wheeler & Freeman, 2018). According to National Center for Education Statistics (NCES, 2021) data, approximately 14% of PWI students identify as Black compared to 6% of faculty. A similar discrepancy is observed when reviewing Black male data. About 6% of PWI male students identify as Black, while 3% of male faculty identify as Black (NCES, 2021). This represents a 50% shortfall in the ability of PWIs to offer equitable support to its Black student population. This further demonstrates a clear need to investigate and determine what can be done to improve the representation of Black faculty and, more specifically, Black male faculty on PWI campuses. Resolving this problem of practice will improve Black students’ chances of benefiting from interacting with instructors and mentors who not only look like them but who can relate to their lived experiences (Antonio, 2002; Davis & Fry, 2019; Milem, 2003; Snowden, 2015; Umbach, 2006). 2 There are missed opportunities when Black male faculty are absent from the postsecondary classroom. Bilimoria and Buch (2010) identify this as a missed opportunity to create learning environments that offer equitable numbers of mentors and role models for Black, Indigenous, and People of Color (BIPOC) students. Black male teachers leverage their unique lived experiences to create rich curriculums that contribute to student success in ways that are often overlooked by academia (Brown, 2009; Lynn, 2006; Milner, 2008; Tafari, 2013; Ross et al., 2016; Turner & Grauerholz, 2017). Furthermore, Black male teachers can provide hope, inspiration, advice, compassionate listening, and sometimes tough love to make a difference in their students’ lives (Brown, 2009; Lynn, 2006; Milner, 2008; Tafari, 2013; Ross et al., 2016; Turner & Grauerholz, 2017). The opportunity loss of not having BIPOC faculty in the classroom can be significant. According to NCES (2023) data, approximately 8 million post-secondary BIPOC students could benefit from having a Black teacher. Trends in student enrollment reveal an approximate 50% ratio in student demographics between those who identify as White and those who identify as BIPOC. Yet, the national demographic ratio of White to BIPOC post-secondary faculty is approximately 70% vs. 24%, respectively (NCES, 2021). These statistics begin to reveal the underrepresentation of BIPOC faculty in university classrooms when compared to the demographics of their White counterparts as well as to the overall population of BIPOC students. The problem of underrepresentation is essential to address as BIPOC faculty can enhance the learning experience and retention rates of BIPOC students on university campuses (Antonio, 2002; National Academies, 2016; Piercy et al., 2005). Finally, having a diverse faculty benefits all students, both BIPOC and White when it comes to developing cross-cultural competence in preparing students for a diverse society 3 (Antonio, 2002; Milem, 2003; Snowden, 2015; Umbach, 2006). According to Weissman (2022), a university’s faculty should reflect the diversity of the students it serves. Having faculty that reflect an institution’s student demographics is believed to encourage student engagement and persistence to perform academically despite adversity (Snowden, 2015; Umbach, 2006; Weissman, 2022). Suppose universities do not address the issue of ensuring the success of BIPOC faculty. In that case, students from all demographics may not benefit from the inclusive experiences and role modeling they can provide. Background of the Problem Due to systemic institutional barriers, the inequitable representation of Black faculty at many of the nation’s most prestigious colleges and universities has not changed much in the last half-century. Except for historically black colleges and universities (HBCUs), the White majority founded virtually all higher learning institutions in the United States (Dittmer, 2017). Therefore, most post-secondary schools in the United States have a predominantly White culture that has been intact since their inception (Dittmer, 2017). Due to this White culture foundation, most PWIs are not equipped to support the needs of BIPOC faculty, let alone Black male faculty (Brown, 2009; Dittmer, 2017). Overcoming this cultural barrier has seen progress, but it has been slow. The first Ph.D. earned by an African American was awarded in 1876 to Edward Bouchet in physics at Yale (Matthew, 2016). The first African-American woman to obtain a doctorate was Georgiana Simpson in German philology in 1921 (Perkins, 2009). In 1941, only two Black, tenured faculty members were at PWIs in the United States (Anderson et al., 1993). Even with the call for education affirmative-action efforts in 1961, Black educators made up a small percentage of faculty at higher learning institutions (Anderson et al., 1993; Gasman et al., 2015). 4 Progress began in earnest in 1965 with Executive Order 11246, which gave the government the commission to enforce affirmative action of Black faculty hiring at the postsecondary level (Anderson et al., 1993). During the mid-1960s and 1970s, Black faculty representation at PWIs grew from nearly zero to just over 2% (Anderson et al., 1993). By the late 1970s, Black individuals comprised approximately 4% of all full-time faculty at PWIs of higher education (Anderson et al., 1993; NCES, 2021). Growth leveled off at around 4.5% during the 1980s and 1990s due mainly to the federal government's lack of enforcement of affirmativeaction provisions despite robust affirmative-action plans instituted by many colleges and universities during the 1960s and 1970s (Anderson et al., 1993). By the early 2000s, Blacks serving in all faculty positions at colleges and universities in the United States reached approximately 5% (Cross & Slater, 2007). The most recent data from the 2021 National Center for Education Statistics report that Black faculty in the United States comprise approximately 6% of PWI teaching staff despite an average Black student demographic of roughly 13% (NCES, 2021). Black male faculty comprise less than half of the 6% Black faculty, with most holding positions at HBCUs (Gasman, 2021; NCES, 2021). Thus, students' odds of seeing a Black male faculty member at the front of a PWI classroom are improbable (Gasman, 2021). Statement of the Problem Most PWIs are not structured to support the success of Black male faculty. Research supports the claim that Black male faculty at the post-secondary level face career challenges not encountered by their White counterparts (Nyunt et al., 2022; Patton, 2016; Wingfield, 2015). Because of these unique challenges, Black male faculty are less likely to persist at a PWI than 5 their White counterparts. The critical needs required to ensure the success of Black male faculty as they pursue teaching careers at PWIs requires examination. Purpose of the Study This study aimed to conduct a needs assessment of the knowledge, motivation, and organizational influences necessary for Black male faculty to succeed at a Predominantly White Institution (PWI). The PWI under evaluation is the University of Higher Learning (UHL, a pseudonym). Because UHL is considered a promising practice institution, the assessment will investigate and review knowledge, motivation, and organizational influences to identify assets and needs concerning the institution's strategic diversity initiatives concerning BIPOC faculty. Findings from the study will provide other campus leaders with model practices for enhancing their institution’s efforts to support the needs of Black male faculty in higher education and the opportunity to enhance efforts to promote campus diversity and inclusion. While a complete needs assessment would focus on all university stakeholders, for practical purposes, the stakeholders of focus in this study were UHL’s Black male faculty. Three research questions guided this study: 1. What knowledge do Black male faculty at UHL need to ensure they succeed? 2. What motivating factors do Black male faculty at UHL require to ensure they can succeed? 3. What organizational support and resources are needed by Black male faculty at UHL to ensure they succeed? This study utilized Clark and Estes’ (2008) gap analysis framework. The framework explains how organizational performance problems can be attributed to needs in knowledge (e.g., skills or facts), motivation (e.g., intrinsic & attainment value), and organizational influences 6 (e.g., cultural values & beliefs). This framework is appropriate for examining the problem of Black male faculty success at a PWI because it places the responsibility on the university instead of on the impacted faculty. This study utilized a qualitative design methodology. According to Merriam and Tisdell (2016), a qualitative design approach allows for a focused understanding of individuals' experiences and the meaning they attribute to those experiences. This approach aligns with the study’s purpose of identifying and understanding the needs required to ensure the success of Black male faculty at a PWI (Merriam & Tisdell, 2016). Black male faculty from various disciplines and UHL campuses were selected to participate in semi-structured interviews to afford a comprehensive approach to understanding the institutional problem of practice (Creswell, 2014; Malloy, 2011; McEwan & McEwan, 2003). Significance of the Study This study is important because it identifies critical factors required to ensure the success of Black male faculty on a PWI campus. Every Black male faculty who persists at a PWI will help to ensure sufficient BIPOC teachers, counselors, mentors, and role models are accessible to underrepresented and disadvantaged students of color (Brown, 2009; Li & Koedel, 2017). In the United States, approximately eight million post-secondary BIPOC students could benefit from having a Black instructor (Bitar et al., 2022; Blackwell, 1987; Reyes & Halcon, 1991; NCES, 2021). Furthermore, research has shown that having a diverse faculty benefits all students, both BIPOC and Non-BIPOC, especially when it comes to developing cross-cultural competence in the preparation of students for a diverse society (Antonio, 2002; Milem, 2003; Snowden, 2015; Umbach, 2006). Finally, based on the findings from this study, other PWIs may leverage lessons learned to model their DEI support initiatives. 7 Definition of Terms To help facilitate understanding of the context, population, and approach of this study, listed below are essential terms and their definitions. • Equity considers a person’s unique circumstances, adjusting treatment accordingly to make the result equal (McKinsey, 2022). • Inclusion refers to how the workforce experiences the workplace and the degree to which organizations embrace all employees and enable them to make meaningful contributions (McKinsey, 2022). • Underrepresented groups refer to a lack of representation in society that impacts the lives of those affected. When marginalized communities are excluded from conversations and decision-making processes that affect them directly, they are at risk of being oppressed and having policies made about rather than for them (Drew, 2023) Organization of the Study This dissertation is comprised of five chapters. Chapter One begins with an overview, background, and statement of the problem of practice. Next are the purpose, research questions, theoretical framework, and methodology. Finally, the significance of the problem of practice and critical terms are defined. Chapter Two opens by framing the problem through the lens of critical race theory. Next, a review of changing student demographics, the evolving role of PWIs, and the need for BIPOC faculty are discussed. The review then covers areas of challenge for Black male faculty, which include teaching, research, service, mentoring, tenure, and goal alignment. Finally, a review is conducted based on Clark and Estes’ (2008) gap analysis of possible knowledge, motivation, and organizational influences. Chapter Two ends with a conceptual depiction of the framework as it relates to the components of this problem of practice. Chapter 8 Three opens with an overview of the study, the positionality of the researcher, a restatement of the research questions, the research setting, and participating stakeholders. Next, the methods, interview sampling criteria, recruitment strategy, instrumentation, data collection, and data analysis were discussed. Finally, credibility and trustworthiness are covered. Chapter Four discusses study findings related to each research question and associated assertions based on an analysis of data collected through field research. Chapter Five discusses findings, recommendations, limitations, delimitations, and implications. 9 Chapter Two: Review of the Literature This literature review examines key barriers Black male faculty face at PWIs related to perseverance. The review begins with an overview of critical race theory to serve as a theoretical lens to view this problem of practice. A summary follows of shifting student demographics at PWIs and the evolving role of universities and faculty in response to this demographic migration. The review then covers the benefits of universities hiring and retaining faculty who mirror student demographics and the challenges Black male faculty face at traditional PWIs. The Clark and Estes’ (2008) gap analysis frames the remainder of the literature review. Factual and procedural knowledge needs for Black male faculty were discussed. Needs in self-efficacy and expectancy-value are discussed as motivational influencers. Finally, needs in organizational influences, such as cultural models, settings, and leadership styles, complete the needs analysis overview. The review concludes with an overview of the conceptual framework underpinning the study, a graphic depiction of the framework, and a summary of the leading research ideas. Critical Race Theory: The Theoretical Framework for Race and Racism Critical race theory (CRT) is used as the foundation for understanding the inequities that Black male faculty experience in comparison to their White peers. Critical race theory persists that race is a social construct and that racism is not merely the product of individual bias or prejudice but also something embedded in legal systems and policies (Bell, 1995; Crenshaw, 2011; Delgado & Stefancic, 2023). Critical race theory asserts that it is the systemic nature of racism that bears the primary responsibility for sustaining racial inequality (Crenshaw, 2011; Delgado & Stefancic, 2023). Thus, CRT rejects claims of meritocracy or colorblindness, which do not account for intrinsic institutional racial barriers (Bell, 1995; Crenshaw, 2011; Delgado & Stefancic, 2023). According to Delgado and Stefancic (2023), race can significantly influence 10 the extent to which an individual can aspire in society. The origins of CRT were in the academic movement to examine laws and legislation and how they intersect with race issues (Bell, 1995; Crenshaw, 2011). Principles taken from this initial endeavor are applicable in examining established policies and practices at institutions of higher learning concerning the intersection of race and racism (Ladson-Billings & Tate, 1995). Thus, CRT provides a foundation for PWIs to transform their policies, practices, and spaces in the equitable support of Black male faculty. Storytelling as a Counter Narrative Experiential knowledge is a crucial tenet of CRT and its power to support counter-stories or narratives of the majority narrative. According to Callender (2020), the counternarrative serves to challenge and expose race-neutral discourses while revealing how White privilege sustains and supports unequal racial hierarchies. Counternarrative argues that majority discourses rely on the knowledge of dominant groups, but in doing so, they silence and obstruct the experiences of the minority (Matsuda et al., 2019). Furthermore, the counternarrative tells the story of those inside and those positioned on the outside, valuing experiential and acquired knowledge as legitimate in understanding racial inequalities (Connelly & Clandinin, 1990; Matsuda et al., 2019). According to Delgado (1989), counternarratives serve as a kind of opposing reality as experienced by individuals living in a racialized and gendered hierarchy. The ingroup creates stock stories to create and sustain a shared sense of identity and reality and to impose their dominant position (Delgado, 1989). At the same time, the outgroup aims to subvert that ingroup reality (Delgado, 1989). Counternarratives serve as a method of telling stories by those whose experiences are not often told, in this case, Black male faculty. Counternarratives allow for understanding in new and different ways based on alternate perspectives of the lived experiences of Black male faculty at a PWI. 11 Counternarrative as a Methodology As a methodology, a counternarrative seeks to explore, analyze, and challenge mainstream narratives and beliefs. This approach brings minoritized voices and alternative perspectives to the forefront to counteract the narratives of the dominant group (Delgado, 1989; Matsuda et al., 2019). According to Solórzano and Yosso (2002), there are three types of counternarratives: personal stories or narratives, other people’s stories or narratives, and composite stories or narratives. Personal stories comprise autobiographical reflections against CRT and broader socio-political analysis (Solórzano & Yosso, 2002). Other people’s stories reveal both experiences of and responses to racism and sexism. Told in the third person, they provide biographical analyses of experience within institutions and in a socio-historical context (Solórzano & Yosso, 2002). Composite stories or narratives draw on various forms of data; they can be autobiographical or biographical, and they locate the composite character in social, historical, and political contexts to discuss racism, sexism, and other forms of subordination (Solórzano & Yosso, 2002). This study leverages the personal counternarratives of key stakeholders as it seeks recommendations for the problem of Black male faculty obtaining equitable support as they pursue teaching careers at a PWI. Changing Demographics As the population of the United States expands, its demographic makeup has dramatically changed in the last 20 years. The United States, the third most populous country globally, accounts for about 4.5% of the world’s population (Shrestha & Heisler, 2009; United States Census Bureau, 2023). The U.S. population, estimated at 330 million persons, has more than doubled since its 1950 level of 152 million (Shrestha & Heisler, 2009; United States Census Bureau, 2023). More than just doubling in size, the population has become qualitatively different 12 from what it was in 1950; it is getting bigger, older, and more diverse (Shrestha & Heisler, 2009). Americans are more racially and ethnically diverse than in the past, and the United States is projected to be even more diverse in the future. By 2055, it is projected that the United States will not have a single racial or ethnic majority (Shrestha & Heisler, 2009; U.S. Census Bureau, 2023). Immigration has been the driver for much of this change. Nearly 59 million immigrants from Latin America and Asia have arrived in the United States in the past 50 years (Dimock, 2019). Today, almost 14% of the United States population is foreign-born, compared with just 5% in 1965. According to a Pew Research study conducted by Dimock (2019), it is predicted that Asian and Hispanic immigration will account for the majority of U.S. population growth in the coming decades. An increasingly diverse population is writing the next chapter of the American narrative. Millennials, young adults born after 1980, are the new generation to watch. They have likely surpassed Baby Boomers (individuals born between 1946 and 1964) as the largest U.S. generation, and they differ from prior generations in at least one significant way: diversity (Dimock, 2019). They are the most racially diverse generation in American history; 43% of millennial adults are non-White, the highest share of any generation (Dimock, 2019). Shifts in the general U.S. population are driving a demographic transformation for student enrollment at the post-secondary level. In alignment with shifting U.S. demographics, post-secondary enrollments have recently begun to transform. There has been an increase in the number of college students identifying as Hispanic, Asian/Pacific Islander, or two or more races (Nam, 2023). Near-term enrollment trends caused by the COVID-19 pandemic or economic conditions should not be attributed to long-term U.S. demographic changes associated with underrepresented groups enrolling in post-secondary 13 education (Ferguson, 2021; Schroeder, 2023). In the short term, the impact of COVID-19 has amplified many of the challenges first-generation and low-income students face in applying to college, causing a decline in enrollments (Ferguson, 2021; Schroeder, 2023). The recession of 2008, which caused people to delay starting families, is also likely to adversely impact the demand for post-secondary education in the short term (Grawe, 2018). The lowered birth rate associated with the recession is predicted to have a one-time decline in 2026 college enrollments by 15% (Grawe, 2018). Neither of the aforementioned short-term conditions will overshadow the general upward trend in underrepresented student college enrollments. A report by Espinosa et al. (2019) on race and ethnicity confirmed that the diversification of college campuses is reflecting U.S. demographic trends. Students of color comprised 29% of the undergraduate student population in 1996, which increased to over 40% in 2023 (Espinosa et al., 2019; Nam, 2023). The change in student demographics will define the roles post-secondary institutions play in the education of future scholars. Finally, the faculty required to teach this new demographic will have to be aligned if universities expect to offer educational experiences valued by their constituents. The Changing Role of Post-Secondary Institutions The role of post-secondary education in the United States has dramatically changed since its liberal arts founding in 1636. From its origins as a way to show religious faith or become knowledgeable about sciences, the modern-day university has transformed its focus (Smith et al., 2017; Snyder, 1993). Colleges and universities are the hubs for sharing novel ideas, advocating for innovative change, and identifying paths for incremental social justice (Smith et al., 2017; Snyder, 1993). Institutions of higher learning also focus on equipping individuals to think critically about society, politics, and values while growing personally and intellectually in a 14 diverse global society (Smith et al., 2017; Snyder, 1993). Equipping individuals to think critically supports the assertion that the transformation in higher education supports ways to practice community service, recognize global perspectives, and understand democratic citizenship (Smith et al., 2017; Snyder, 1993). One critical factor driving the transformation in present-day college agendas is the diversification of student enrollments. University leaders understand that a diverse student body can create and lead to an overall enriching academic experience (Nam, 2023; Snowden, 2015; Umbach, 2006). Because collegiate student bodies are a mix of individuals with different racial, ethnic, and social backgrounds, universities are attempting to cater to multiple learner styles as they strive to meet students' needs (Nam, 2023; Snowden, 2015; Umbach, 2006). Institutions should consider making it imperative to embed diversity as a core of excellence in their missions (Smith, 2020). Universities should work to build capacity in leaders and leadership development programs required to establish and sustain a diverse organization (Smith, 2020). According to Smith, universities should embrace diversity as critical to their success, just as many institutions consider technology central to teaching and research. As universities acclimate to their new roles and diverse student bodies, they must address the proper alignment of their faculty with emerging student demographic trends. The Need for BIPOC Faculty There is a need for BIPOC faculty who can fill the void of mentors and role models for BIPOC students in college classrooms across the United States (Assensoh, 2021; Weissman, 2022). According to a report by Ellsworth et al. (2022), approximately 90% of American colleges and universities have full-time faculties less diverse than the U.S. population. Research has shown that individuals are more likely to succeed if they identify closely with their role 15 models and teachers based on race, ethnicity, and gender identity (Assensoh, 2021; Marx et al., 2009). Bilimoria and Burch (2010) stated there is a missed opportunity when universities fail to create safe learning environments equipped to offer mentors and role models for their non-White student population. BIPOC faculty can help racially minoritized students of color feel seen, understood, and confident to continue higher education, leading to a more robust and diverse workforce (Assensoh, 2021; Kelliher, 2021; Stout et al., 2018). When Black male faculty are absent from the learning environment, BIPOC students (especially Black males) can become less motivated. Disengagement begins at the task level due to a lack of reflective modeling and mentoring (Gothold et al., 2022; Tinto, 2006). Task-level disengagement can lead to a fundamental lack of focus in the classroom, followed by diminishing interests in school (Gothold et al., 2022). Escalating levels of disengagement can eventually lead to the structural disenfranchisement of BIPOC students if they drop out of postsecondary educational programs (Gothold et al., 2022). This progression of disengagement is known as the trajectory of marginalization, and it can have a significant impact on BIPOC individuals' lifelong social and economic status simply because they may not have had sufficient classroom modeling and mentoring from instructors who look like them (Gothold et al., 2022). Additional benefits of diverse post-secondary faculty include reduced levels of prejudice at both the interpersonal and institutional levels, improved learning outcomes and higher graduation rates for all students, and a greater likelihood of BIPOC students obtaining a postgraduate degree (Bitar et al., 2022). According to Gurin et al. (2002), having a diverse faculty leads to increased activism in social justice and a greater acceptance of those of different identities and backgrounds. Diverse faculty also helps to improve the recruitment and retention of a diverse student body (Blackwell, 1987; Reyes & Halcon, 1991). Based on the literature and 16 research data, there is a need for an increased presence of BIPOC faculty at the post-secondary level. Furthermore, the barriers preventing their successful perseverance require investigation and understanding to implement interventions. The following literature review seeks to identify critical barriers to BIPOC, specifically Black male faculty's ability to persevere. Challenges Facing Black Male Faculty Predominantly White Institutions of higher learning have an underrepresentation of Black faculty, specifically at the professor level. Data from the Institute of Education Sciences representing the 50 states and the District of Columbia for the year ending 2020 show the disparity between racial groups. White professors make up 51% of all full-time faculty, which aligns closely with their U.S. population demographic of 59% (NCES, 2021). Black professors, however, are underrepresented, holding fewer than 6% of all faculty and less than 3% of fulltime professor positions, yet Black individuals make up 13% of the U.S. population (NCES, 2021). Hispanic professors are also underrepresented, holding only 3% of the full-time faculty positions while making up 18% of the U.S. population (NCES, 2021). On average, one overrepresented group is Asian/Pacific Islanders, who comprise 12% of academia full-time faculty but only 6% of the U.S. population. The stakeholder group for the remainder of this review is Black male faculty. While Black male faculty may experience certain privileges based on their gender, they face specific challenges and lack certain privileges when considering their racial identity. Several ways in which they may lack privilege include: • Racial Profiling: Black men, like Black individuals in general, may face racial profiling and stereotyping, which can result in increased scrutiny, suspicion, and 17 unjust treatment by peers, law enforcement, or society in general (Liu, 2017; Reeves et al., 2020). • Criminal Justice System: Black men may be disproportionately represented in the criminal justice system, facing higher rates of arrest, incarceration, and harsher sentences compared to individuals of other races (Liu, 2017; Reeves et al., 2020). • Employment Discrimination: Black men may experience discrimination in the workplace based on racial biases, which can affect hiring, promotion, and overall career advancement opportunities (Liu, 2017; Reeves et al., 2020). • Stereotypes and Stigmas: Black men may contend with negative stereotypes and stigmas that can influence how they are perceived in various work and social contexts, impacting their interactions and opportunities (Liu, 2017; Reeves et al., 2020). • Educational Disparities: Black men may face disparities in educational opportunities and outcomes, including lower graduation rates and limited access to quality educational resources simply due to their race and gender (Liu, 2017; Reeves et al., 2020). According to Crenshaw (2011), an individual who belongs to more than one marginalized identity is more likely to experience cumulative effects on experiences with prejudice, which could lead to poorer career success outcomes. It is essential to keep the impact of intersectionality in mind when looking at the challenges facing Black male faculty at the postsecondary level. According to Nyunt et al. (2022), men of color show achievement gaps in academic careers relative to White men. Research has documented the intersectionality of overlapping experiences and outcomes for Black men in academia, such as lacking White 18 privilege. Black male faculty are often held to different standards throughout their careers due to “Whiteness” being seen as the default and other races being seen as deviant or deficient (Arday & Mirza, 2018; Corrigan & Vats, 2020). Having to navigate academic culture while always being mindful of one’s racial/ethnic identity and racial politics and experiencing oppression in the classroom and within the organizational culture at large are also forms of intersectionality faced by Black male faculty (Reason & Evans, 2007). Black male faculty must deal with the cultural tax of not having the freedom to decline counseling, mentoring, and social justice initiatives simply due to their race and lack of privilege. Finally, Black male faculty earn tenure at lower rates than their White male counterparts as an implication of intersectionality related to being Black and male (Guillaume & Apodaca, 2022; Nyunt et al., 2022; Ortega-Liston & Rodriguez Soto, 2014). Men and faculty of color are far more likely to be hired to non-tenure track positions, which can partially explain the wage gap in academia between White male faculty and Black male faculty. Data indicate that men of color constitute the highest proportion of contingent (non-tenure track) faculty at 41%, significantly higher than White men and women (Finkelstein et al., 2016). Additionally, a non-tenure track position makes career advancement more difficult and contributes to individuals holding less power in the workplace, further disadvantaging them (Kezar & Maxey, 2014). For example, the opinions of non-tenure track faculty may carry less weight in departmental meetings or on committees, which could perpetuate inequalities if marginalized voices are consistently ignored and their concerns are not addressed. Given that Black men are underrepresented in academia, they are likely to experience feelings of isolation, a lack of support from colleagues and administration, and a lack of mentorship, all of which can 19 have cumulative harm on productivity and perseverance (Generett & Cozart, 2011; Pittman, 2012). Black faculty, compared to White faculty, are more likely to experience a hostile work environment where they can be continuously subjected to both personal (e.g., microaggressions in social interactions) and institutional (e.g., racist policies in hiring, tenure, and promotion processes) discrimination (Guzman et al., 2010). The outcome of hostile work environments leads to fewer Black men receiving tenure or promotion than White men (Ginther & Hayes, 2003; Perna, 2001). An accumulation of the unique challenges facing Black male faculty leads to continued attrition in their numbers at PWIs. The following review discusses Black male faculty's most identifiable challenges as they strive to persist at PWIs. Teaching, Advising, and Service Black faculty are more likely than their White counterparts to use innovative teaching methods that enhance students’ learning experiences and academic performance. Due to their varied lived experiences, Black male faculty can bring their unique and beneficial pedagogies to the classroom (Brown, 2009; Knowles & Harleston, 1997; Lynn & Jennings, 2009). The downside is that their student and peer performance ratings may not reflect these efforts and abilities. Black male faculty consistently receive lower student evaluations than White male counterparts (Flaherty, 2020; Smith & Hawkins, 2011). In a study analyzing student ratings of faculty teaching ability, White faculty had the highest evaluations followed by “other” (Asian, Hispanic, Native American), with Black faculty consistently receiving the lowest scores (Flaherty, 2020; Smith & Hawkins, 2011). Although White women receive lower student evaluations than White males, men and women of color receive lower student ratings than members of either of those two groups (Boring et al., 2016; Miller & Chamberlain, 2000). 20 Faculty of color are more likely to have their authority, status, and knowledgeability challenged by White students compared to White male faculty (Pittman, 2010). This could explain lower faculty evaluation scores independent of teaching ability or effort (Pittman, 2010). Despite lower performance ratings, faculty of color dedicate more time and effort to all aspects of professional development, including teaching, advising students, service to their institution, and administrative tasks (Allen et al., 2000; Bernal & Villalpando, 2002; Hirshfield & Joseph, 2012). The challenge becomes getting institutions to align their faculty teaching, research, and service expectations with those of Black male faculty pedagogies such that equitable career paths can be established for Black faculty (Allen et al., 2000; Bernal & Villalpando, 2002; Hirshfield & Joseph, 2012;). Black male faculty face the perception that they are less competent than their White counterparts. According to Brown (2020), some White students think the intellectual capacity of Blacks, particularly Black Americans, is inferior to that of Whites. Furthermore, they believe that as a Black person in academia, faculty of color are not qualified, no matter their credentials, expertise, and years of experience, to teach a White person (Brown, 2020). A 2003 study by Harlow on classroom experiences of Black faculty indicated that 76% of Black professors (compared to 7% of White faculty) believed students perceived them as less competent than most professors. Furthermore, 55% of Black faculty, compared to 10% of White, felt increased pressure to prove their capabilities to their students, and 34%, compared to 7% of White faculty, experienced insubordination in the classroom. Black faculty had to remind students twice as often as White faculty to address them by their professional title. When advising students, BIPOC faculty are at an equity disadvantage. A study by Ali (2009) found that White faculty had advising responsibilities that totaled approximately 21 0.57 hours per week, while it was 0.73 for Hispanic faculty, 0.93 for Black faculty, and 1.09 for Asian faculty. Students of color are more likely to seek emotional counseling and mentoring from faculty of color, especially when experiencing racial trauma. Students feel more comfortable disclosing to faculty who look like them based on perceptions of shared identities, cultures, and experiences (Brissett, 2020). The added workload of mentoring and the associated emotional labor redirects time away from teaching and research activities, often leading to lower teaching evaluations for Black faculty (Brissett, 2020; Griffin et al., 2011). Notably, a 2019 Pew Research article by Davis and Frey highlights how Black faculty, on average, comprise less than 6% of college professors compared to a 14% Black student population. These numbers help to highlight why Black faculty may be overwhelmed with mentoring and counseling requests simply due to the disparity in faculty-to-student representation. Black faculty, especially Black men, experience inequities when it comes to faculty service commitments. Black faculty are often spotlighted (i.e., volunteered) in support of uncompensated anti-racism and cultural awareness initiatives that take time away from their teaching and research (Griffin & Reddick, 2011; Hirshfield & Joseph, 2012; Turner et al., 2008). Black male faculty often feel pressured to accept additional service responsibilities due to power dynamics within their departments despite the lack of time and compensation (Cooke & Odejimi, 2021; June, 2016; Wingfield, 2015). This social pressure is commonly classified as a cultural tax (Fries-Britt et al., 2011). Campus leaders often tell faculty of color they are expected to be team players. This pressure, combined with the anxiety of not having tenure, leads Black male faculty who are contingent or tenure track to be more likely to volunteer for service opportunities or be told to take on these commitments (Griffin & Reddick, 2011). Even after spending additional 22 time and significant efforts on service activities, Black male faculty are often not recognized or appreciated for their contributions (Cooke & Odejimi, 2021; Matthew, 2016). Finally, Black male faculty expend a disproportionate amount of energy working to project a self-image that is consistent with how they want to be seen and accepted by their counterparts and students. Black faculty tend to fall into the demographic of one-third of Americans who engage in emotional labor while on the job (Harlow, 2003; Hochschild, 1983; West, 1993). Emotional labor involves evoking, performing, and managing emotions necessary to perform a job or occupation such that a worker feels accepted by others in the work setting (Harlow, 2003; Hochschild, 1983). Emotional labor is not the same as emotional work, which is the process of handling daily personal emotions experienced by all workers (Harlow, 2003; Hochschild, 1983). Emotional labor is more often experienced by Black faculty as they work to project a self-image that is consistent with how they feel they need to be seen and how they believe others will be accepting of them (Harlow, 2003; Hochschild, 1983). The expenditure of this additional energy is known as a form of impression management, and it can take an emotional toll on Black male faculty, leaving them emotionally, mentally, and physically exhausted (Goffman, 2002; Wood, 2000). Promotion and Tenure Publish or perish is the motto many faculty adhere to as they seek promotion and tenure in higher education. Not only are there significant shortfalls in the number of Black male faculty nationwide, but those who hold positions are concentrated in lower-level faculty positions (Matthew, 2016). National Center for Education Statistics data for 2020 outlines the disparity in the racial distribution of full-time faculty based on academic rank at degree-granting postsecondary institutions. For example, among full-time professors, 79% were White and 4% 23 were Black. The percentages were 74% and 6% among full-time associate professors. Of fulltime assistant professors, 70% were White, and 8% were Black. Black faculty numbers become alarming compared to the 15% of Black students enrolled in higher education (U.S. Census, 2020). This perspective of faculty demographics highlights the magnitude of the problem associated with insufficient Black faculty on staff and in appropriate positions to mirror and support student demographics. Predominantly White Institutions may claim to seek and value diversity in their ranks. Yet, reports from faculty of color around the country make it clear that departments and administrators discriminate regarding promotions and tenure in ways that range from unintentional to malignant (Flaherty, 2020; Matthew, 2016). Despite impressive publication records, excellent teaching evaluations, and exemplary service to their universities, stories of scholars struggling on their tenure track abound (Matthew, 2016; Rollock, 2012). These stories, however, are rarely shared for public consumption. Furthermore, reports of unwritten institutional rules reveal that faculty of color often face two sets of rules when applying for reappointment, promotion, and tenure: those made explicit in handbooks, faculty orientations, and union contracts and the unwritten requirements that operate beneath the surface (Matthew, 2016; Rollock, 2012). This second set of unwritten rules disproportionately affects Black faculty hired to "diversify" academic departments and then expected to meet ever-shifting requirements set by White-tenured colleagues and administrators (Flaherty, 2020; Matthew, 2016; Rollock, 2012). According to Matthew (2016), there are codes, habits, and practices that faculty of color often do not know about because those unwritten requirements are so subtle as to seem unimportant until something goes wrong. Then, the assumption is that the person of color is 24 incompetent, lazy, or lying (Matthew, 2016). It can be disheartening to realize that faculty of color can never be good enough to gain tenure if someone or an institution decides they do not belong. To succeed in the academy, faculty of color always have to do at least two things simultaneously as they go about their work: figure out how to cope with the daily microaggressions of the academy and try to navigate structural obstacles that everyone faces in environments that are either indifferent or hostile (Matthew, 2016). The aforementioned implicit processes undermine the quality of Black faculty research and teaching at American colleges and universities. What is required is that universities persist in their efforts to create a diverse and more equitable professorate. Faculty of color often find that their academic research is undervalued or discredited when compared to their White counterparts. A review of research (252 publications) focusing on faculty of color supports the assertion that Black faculty research accomplishments tend to be undervalued in academia (Turner et al., 2008). For faculty of color, if their research focuses on race relations, it is often deemed not as valuable or as rigorous as their White counterparts, thus negatively influencing their opportunities for promotion or tenure (Brayboy, 2003; Flaherty, 2020). Faculty of color are often spotlighted to take on service work based on their increased visibility as a representative minority, hoping to bring a diverse perspective (Baez, 2002; Gasman et al., 2015; Whitford, 2020). This increased workload in service takes time away from Black faculty’s ability to establish their research agendas and publish (Griffin & Reddick, 2011; Hirshfield & Joseph, 2012; Turner et al., 2008). Inequitable workloads set up a formula for failure in an environment based on a publish-or-perish mentality. Obtaining funding to support research and publishing can be challenging for Black faculty. A report by the National Institutes of Health (NIH) found that White applicants were 25 more likely to obtain a research project grant (R01) than their fellow Black and Asian counterparts (Ginther & Hayes, 2003). According to Settles et al. (2018), faculty of color are less likely to receive external university funding due to their research interests, which are often related to diversity and inclusion. These topics are less valued in academia when supporting promotion and tenure requests (Settles et al., 2018). Similarly, because Black faculty who conduct scholarship on diversity and inclusion are more likely to publish in smaller circulated specialty journals, their accomplishments are further overlooked or devalued when undergoing personnel action reviews (Settles et al., 2018). Top-tier academic journals often focus on niche topics in a field. Still, they may ignore other important issues within the same area, such as diversity and inclusion, making it more difficult for faculty of color to establish themselves as well-known researchers (Diaz & Bergman, 2013). This further perpetuates the cycle of inequality and prejudice such that, despite working just as diligently as their White counterparts, faculty of color are consistently behind their peers due to double standards (Diaz & Bergman, 2013). The consequence of this is the false perception that White faculty are more capable than Black faculty, which can affect promotion and tenure opportunities for Black male faculty. Mentoring Predominantly White Universities must create mentoring networks to assist in ensuring Black male faculty can thrive and persevere. Research indicates that mentoring is an integral component of success not only for students but also for faculty and administrators (Alger, 2000; Cockrell et al., 1999; Cunningham, 1999; Gasman et al., 2015; Mata et al., 2022; Zambrana et al., 2015). Mentoring has been shown to aid junior professionals with retention, avoid burnout, positively influence teaching, and cultivate higher student learning outcomes (Brightman, 2006; Fuller et al., 2008; Gasman et al., 2015). It is not enough for PWIs to merely hire more faculty of 26 color to achieve demographic equity without providing adequate career and development programs to assist their success. There must be intentional, structured mentoring and advising opportunities between current Black senior faculty and administrators with junior-level Black faculty (Alger, 2000; Cunningham, 1999; Gasman et al., 2015; Mata et al., 2022). These interactions help improve Black faculty well-being and persistence at PWIs (Gasman et al., 2015; Zambrana et al., 2015). Identifying and connecting with a mentor in higher education can be a complex activity for faculty of color. Due to the relatively small number of Black faculty members on many PWI campuses, it can be challenging for young Black male faculty members to identify and make beneficial connections (Whitford, 2020). Black male faculty often feel mistreated in being “the only” or “very few” in their departments, colleges, and universities (Pittman, 2012; Whitford, 2020). Junior-level Black male faculty need to connect with a qualified mentor who looks like them for personal and career advice. Connecting with someone who can relate from a shared experience perspective will help maintain the junior faculty member’s well-being, motivation, and persistence (Whitford, 2020). At a minimum, Black faculty should be able to connect with another BIPOC faculty member on a PWI campus to seek guidance and counseling (Gasman et al., 2015; Whitford, 2020; Zambrana et al., 2015). According to Zambrana et al. (2015), a lack of exemplary mentorship at PWIs can hinder the creation of a welcoming and supportive environment. Early connection with a mentor who looks like them can make a PWI more welcoming to Black male faculty. Relatable mentors can assist with what may seem to be mundane tasks, such as conducting a personalized campus tour (Flaherty, 2020; Zambrana et al., 2015). No faculty member wants to wander around campus looking for their office, classroom, restroom, or a place 27 to eat, especially not when that Black male faculty member could be profiled by campus security. Secondly, mentors can introduce Black male faculty to influential administrators, staff, faculty, and campus security to help ensure university staff know who they are and provide the new Black faculty member with a starter list of support individuals (Flaherty, 2020; Zambrana et al., 2015). Third, relatable Black mentors can help ease the anxiety of new Black male faculty feeling isolated on a PWI campus (Flaherty, 2020; Zambrana et al., 2015). Having someone to connect with early on can go a long way in keeping new Black male faculty motivated and engaged (Whitford, 2020; Zambrana et al., 2015). Finally, relatable mentors can identify and connect Black male faculty with ERG or affinity groups tailored to the new faculty’s personal, teaching, and research needs (Flaherty, 2020; Zambrana et al., 2015). Institutional Fit A critical aspect of the success and persistence of a Black male faculty member at a PWI is related to the fit of the faculty member's career objectives and the institution's mission. A significant portion of ensuring this alignment resides with the prospective faculty member. Black male candidates should be strategic when applying to an institution where they can achieve their career goals (Flaherty, 2020; Garcia, 2000; Reinero, 2019). Besides focusing on a university's public prestige, Black male candidates must understand the institution’s classification, which is generally tied to its mission and, to some extent, its cultural environment (Garcia, 2000; Reinero, 2019). Working knowledge of an institution's classification can provide helpful information to assist Black male candidates in determining if they are a good fit for a given institution. This upfront good fit exercise helps to ensure that Black faculty members align themselves with an organization established to support their teaching, research, and service aspirations (Flaherty, 28 2020; Garcia, 2000; Reinero, 2019). Achieving this alignment will assist them in remaining motivated, engaged, and persistent in a collegiate environment that can be challenging yet supportive (Flaherty, 2020; Garcia, 2000; Reinero, 2019). Table 1 contains a primary classification of institutions defined by the Carnegie Commission on Higher Education (2021). Prospective Black male faculty should consider reviewing these classifications before interviewing with an institution of higher learning. Candidates should seek to align their personal career goals with the type of institution that can support their aspirations (Garcia, 2000; Reinero, 2019). Table 1 Post-Secondary College Classifications Post-Secondary Category Focus of Institution Associate’s College Focus on teaching and service to students, linking K-12 to higher learning community colleges. Tribal Colleges and Universities Focus on Colleges and Universities that are members of the American Indian Higher Education Consortium. Doctoral/Research University Focus on research that champions the advancement of knowledge through research; teaching is not job one; research defines the agenda. Baccalaureate/Comprehensive College Focus is broad with an attempt to offer a full range of baccalaureate programs, and they are committed to graduate education up to the master’s degree. Special-Focus Institutions (HBCUs) The focus reflects the full range of education options and includes single-sex, coeducational, church-related, research, liberal arts, small, large, undergraduate only, undergraduate, and graduate. 29 Needs Analysis Theoretical Framework Based on its classification as a large PWI with ongoing strategic interventions to improve the experiences of its BIPOC faculty, the University of Higher Learning (UHL) was selected as a promising practice for this study. UHL conducted baseline evaluations to determine its current DEI state. Several initiatives (e.g., Targeted Hiring, Career Track Rubrics, DEI Training Programs, BIPOC onboarding program, and BIPOC networking initiatives) were commissioned due to the baseline findings. These initiatives have stabilized the attrition rates of BIPOC faculty, increased BIPOC faculty hiring, and are showing progress toward creating a welcoming, supportive, and equitable environment for BIPOC faculty. The goal is to enable BIPOC faculty to thrive and persist in achieving their career aspirations at UHL. Additionally, a specific organizational outcome of UHL’s initiatives is to achieve equity between Black faculty and Black student demographics. Clark and Estes’ (2008) gap analysis provides the framework for this study. A properly selected and applied framework provides the road map to understanding how the research topic, questions, approach, and findings cohesively interrelate (Grant & Osanloo, 2014). This study aimed to conduct a needs assessment of the knowledge, motivation, and organizational influences necessary for Black male faculty to succeed at a PWI. Table 2 contains a summary of the assessed needs. Clark and Estes explain that organizational performance needs are associated with three distinct factors: knowledge or skills, motivation, and organizational influencers (KMO). The following sections document areas of interest related to Black male faculty knowledge, motivation, and organizational influences that impact their ability to persist at UHL. Specifically, the sections examine Black male faculty’s understanding of job requirements, including written and unwritten rules and the importance of developing and leveraging strategies 30 to protect their time. The review then considers the motivational benefits (i.e., self-efficacy & utility value) of Black male faculty aligning their career goals with the university’s mission. Finally, a review of cultural influences that impact UHL’s ability to support Black male faculty is conducted. Table 2 Summary of Proposed Knowledge, Motivation, and Organizational Needs Organizational mission The mission of the University of Higher Learning (UHL) is to value diverse perspectives and create a welcoming learning environment for students and faculty while promoting broad access and equal opportunity. Assessed Need KMO Influence Black male faculty have sufficient knowledge of their job requirements to succeed. Knowledge (Factual) Black male faculty know how to develop strategies and leverage resources to protect their time. Knowledge (Procedural) Black male faculty feel they have the opportunities, resources, and support to succeed at UHL. Motivation (Self-Efficacy) Black male faculty feel there is value in pursuing a career at UHL. Motivation (Utility Value) UHL provides a welcoming and supportive environment for its Black male faculty Organizational (Cultural Model) UHL has an organizational structure that is supportive of its Black male faculty success. Organizational (Cultural Setting) 31 Knowledge Needs According to Krathwohl (2002), knowledge influences rely on four cognitive knowledge dimensions: factual, conceptual, procedural, and metacognitive. Factual knowledge requires that an individual understand the essential components needed to solve a problem, such as terminology, details, and elements. Conceptual knowledge builds upon the elements an individual learns in the factual knowledge dimension. Conceptual knowledge seeks to classify how elements are interrelated within a larger structure; examples of conceptual knowledge include the knowledge of principles, models, theories, and structure (Krathwohl, 2002). Procedural knowledge covers the ways that an individual understands how to do something. This factor reflects the knowledge of specific skills, techniques, methods, and utilization of procedures (Krathwohl, 2002). Finally, the knowledge of one’s thinking, or self-knowledge, is known as metacognitive knowledge (Krathwohl, 2002). This study focuses on factual and procedural knowledge. Factual Knowledge Success for Black male faculty at PWIs involves familiarity with specific academic disciplines and expectations within their university to succeed. Faculty members are generally informed of the standard job requirements to succeed in their chosen field. Black male faculty encounter challenges at PWIs when they are not given access to unwritten rules of engagement and unspoken objectives required for their success (Matthew, 2016). Black male faculty must be granted access to implicitly transmitted job requirements to bring equity to their ability to succeed at a PWI (Matthew, 2016). Institutional traditions of maintaining unwritten rules or uncommunicated expectations for privileged White male faculty must be removed if Black male faculty are expected to persist and succeed at PWIs (Matthew, 2016). 32 Cultural competence is vital to Black male faculty success at a PWI. Awareness of cultural nuances and sensitivities at PWIs can mean the difference between success and failure (Patton & Catching, 2009). Knowledge of institutional history, mission, values, policies, and procedures, especially those related to diversity, equity, and inclusion, can be vital to Black male faculty’s ability to navigate their environment (Patton & Catching, 2009). Knowledge of the organizational structure, key decision-makers, and channels for communication can also be beneficial. Navigating and engaging with diverse perspectives is crucial in negotiating a career path at a PWI. Often, it can be helpful for new Black male faculty to obtain knowledge from the experiences of other underrepresented minorities to avoid making similar mistakes (Patton & Catching, 2009). Procedural Knowledge Procedural knowledge builds upon factual knowledge by leveraging a foundation of facts to understand, perform, and execute specific tasks or procedures (Krathwohl, 2002). Building on the knowledge of essential job requirements and cultural norms requires Black male faculty to know how to protect their time. Black male faculty often face structural racism when protecting their time (Allen et al., 2000; Blackwell, 1988; Padilla, 1994; Tierney & Bensimon, 1996). Black male faculty often find themselves faced with university leadership singling them out to support DEI initiatives. This process is known as spotlighting, and it can be overwhelming for BIPOC faculty if not held in check by policies at the institutional level (Griffin & Reddick, 2011). Furthermore, Black male faculty require institutional support as they deal with personal cultural power dynamics (i.e., the so-called cultural tax) that pressure them into accepting additional mentoring, counseling, and community service responsibilities due to their cultural heritage (Cooke & Odejimi, 2021; Wingfield, 2015). In both cases, PWIs must have policies and 33 resources in place to assist Black male faculty as they navigate the difficult task of protecting their time. Advocating for inclusive policies can be instrumental in helping Black male faculty protect their time. The first step is for Black male faculty to collaborate with colleges for inclusive and equitable policies within their department and schools (Nwachukwu, 2023). This may involve participating in committees focused on equity or working with administrators to implement policies that support Black male faculty’s unique needs related to diversity and service initiatives (Nwachukwu, 2023). Black male faculty must learn to leverage employee assistance programs that support work-life balance, stress management, and other wellnessrelated issues. They should negotiate workload and expectations with department heads or administrators when possible (Nwachukwu, 2023). Black male faculty should utilize policies supporting teaching and research assistants. Teaching resources are often available to help with grading and administrative tasks to free up schedules (Nwachukwu, 2023). Likewise, collaboration with research assistants or student interns can lighten the workload associated with research projects (Nwachukwu, 2023). Black male faculty must proactively manage their time and advocate for assistance. Establishing a balance between their professional and personal life is essential for Black male faculty's long-term success and well-being (Nwachukwu, 2023). Finally, PWIs must provide proper support, training, and resources to their Black male faculty to enhance their ability to manage and protect their time. Motivational Needs The second component of Clark and Estes’ (2008) gap analysis framework is motivation. Motivation includes an individual’s choice, persistence, and mental effort when task engagement (Clark & Estes, 2008; Rueda, 2011). Self-efficacy (Bandura, 1977) and expectancy-value 34 (Atkinson, 1964; Pintrich, 2003) can be considered when analyzing underlying motivations to mitigate organizational performance needs. Self-efficacy refers to one’s belief in their ability to complete a task successfully (Bandura, 1977). According to Atkinson (1964), expectancy-value refers to the assumption about whether an individual can do a task (expectancy) and wants to do a task (value). While the model puts forth that knowledge and motivation are required for goal achievement, it also implies that understanding the interaction of these factors within the organizational environment is crucial to achieving goals and leading change. Self-Efficacy Self-efficacy relates to how effective Black male faculty feel they would be at successfully pursuing a career at a PWI. Bandura (1997) concludes that higher levels of selfefficacy often correlate to higher motivation, leading to increased persistence. Studies by Coladarci (1992) and Evans and Tribble (1986) confirm that faculty who feel there is a match between their career goals and their institution's mission are likely to have high self-efficacy and persistence. Furthermore, they are more likely to persist as they become more integrated, involved, and comfortable with their school’s academic and social systems (Coladarci, 1992; Evans & Tribble, 1986). Institutional fit can be predicated on the success with which a faculty member interacts with students (academic integration) and co-workers (social integration) because both entities shape the cultural climate of an institution and have a direct impact on faculty self-efficacy (Coladarci, 1992; Evans & Tribble, 1986). University leaders must ensure that their actions align with the institution’s mission and strategic goals to maintain faculty expectations (Bitar et al., 2022). This alignment can provide a sense of ongoing purpose and motivation for Black male faculty. 35 Black male faculty must work to guard against the concept of stereotype threat, which is a situational threat affecting individuals about whom negative stereotypes exist (Steele, 1997). Stereotype threat can negatively impact self-efficacy. In the case of Black male faculty, stereotype threat is defined as a psychological condition rooted in the stereotype of intellectual inferiority (Aronson et al., 2002). The concept of stereotype threat is introduced to shed light on the additional emotional and cognitive burdens individuals face when negative stereotypes apply. Individuals facing stereotype threat may experience anxiety that adversely affects their selfefficacy and thus undermines their performance (Osborne, 2001). It is vital that Black male faculty are aware of this threat and do not allow anxiety to undermine their self-confidence. Expectancy-Value Expectancy-value plays a crucial role in Black male faculty's desire to persist at a PWI based on the belief of positive expectations for success. According to Pintrich (2003), utility value (a form of expectancy-value) is related to a faculty member seeing an activity or task as having value for them either now or in the future. When PWIs have equitable tenure policies, diverse pedagogies, and relatable research opportunities, Black male faculty see these as opportunities to further their career aspirations (Bunn & Brutus, 2021; Carter & Craig, 2022). Academic tenure affirms that faculty members are individuals a university wants to invest in and support long-term (Bunn & Brutus, 2021; Carter & Craig, 2022). It also offers academic freedom to conduct and publish research on controversial topics and stability of faculty members' continued employment, both motivating influences for Black male faculty (Bunn & Brutus, 2021; Carter & Craig, 2022). Black male faculty find the path to tenure at PWIs daunting at best, which can adversely impact expectancy-value. Data from a 2007 report by The Journal of Blacks in Higher Education 36 indicated that Black faculty represented less than 5% of all tenured professors in the United States (Slater, 2007). Institutional inequities persist that cause Black faculty to not achieve tenure at the same rate as their White counterparts (Allen et al., 2000; Flaherty, 2020). The publicized tenure debate issue at the University of North Carolina at Chapel Hill with Nikole Hannah-Jones and the issue at Harvard with Cornell West revealed what has been going on behind the scenes at PWIs related to inequitable tenure practices (Bunn & Brutus, 2021; Carter & Craig, 2022). These incidents highlight some unique challenges Black faculty experience when navigating the tenure and promotion process, such as the lack of research and publication equity, biased student/peer evaluations, and shifting moral standards (Bunn & Brutus, 2021; Carter & Craig, 2022). The hope is that out of these publicly shared experiences comes changed policies, procedures, and a space within academia that is genuinely welcoming and not just tolerating but celebrating the work of Black academics. Aligning career goals with an institution's mission can lead to several positive outcomes for Black male faculty, fostering a synergistic relationship between individual aspirations and institutional objectives (Flaherty, 2020). The opportunity for professional fulfillment and career advancement are two critical motivators of utility value for Black faculty. Achieving alignment with the university's mission can contribute to a sense of purpose and satisfaction for Black faculty. When personal career goals are in harmony with the broader goals of the institution, individuals may find their work more meaningful and fulfilling (Flaherty, 2020). Aligning with the university's mission often involves actively contributing to institutional priorities. This can enhance faculty visibility and recognition, potentially leading to career advancement opportunities such as promotions, leadership roles, or tenure. Furthermore, a shared mission can increase faculty and institution collaboration, fostering an environment that supports research 37 and scholarly activities (Flaherty, 2020). This alignment may open doors to more funding opportunities, research grants, and partnerships that align with individual and institutional objectives. Utility value can also be associated with cultural fit and belonging for Black faculty. Black male faculty who align their goals with the university's mission may experience a greater sense of cultural fit and belonging. This alignment can foster a supportive and inclusive work environment, which is crucial for job satisfaction and overall well-being (Harrington & Hunt, 2007). Black faculty members who have a sense of belonging are more likely to contribute to the university's diversity, equity, and inclusion mission, which can positively impact the institution's overall commitment to these principles (Harrington & Hunt, 2007). This alignment can lead to more effective implementation of DEI initiatives and contribute to a more inclusive campus culture. Universities often have a mission that includes community engagement and outreach, which many BIPOC faculty members value (Barnett, 1994). Aligning with these goals allows Black male faculty to participate in activities that often benefit local communities, build connections, and enhance the university's reputation as a socially responsible institution (Barnett, 1994; Harrington & Hunt, 2007). When Black faculty members' career goals align with the university's mission, they will likely remain engaged, motivated, and persistent. This positive impact can extend beyond individual achievements to influence the university's reputation, ranking, and effectiveness in fulfilling its educational mission (Harrington & Hunt, 2007). Organizational Needs Organizational influences address the third component of Clark and Estes’ (2008) gap analysis framework. Gallimore and Goldenberg (2001) identify organizational influences as cultural models and settings, training, resources, communication, and leadership. A cultural 38 model is an invisible, automated, unconscious, shared understanding of how the world works or ought to work (Gallimore & Goldenberg, 2001; Schein, 2017). A cultural model can include values, beliefs, and attitudes. A cultural setting refers to the global scenarios or environments where cultural events occur (Gallimore & Goldenberg, 2001; Schein, 2017). Settings are a visible, concrete manifestation and observable representation of culture (Gallimore & Goldenberg, 2001; Schein, 2017). A culturally safe environment allows people from different cultures to come together to work with dignity (Evolve Communities, 2021; Ruggs & Hebl, 2012). This study focuses on cultural models and settings that influence the ability of Black male faculty to persist at a PWI. Cultural Models and Settings It is essential that PWI leaders support and commit to DEI initiatives that foster a welcoming and inclusive academic environment for its Black male faculty. According to Gasman et al. (2015), having policies, practices, and programming that promote a culturally competent and inclusive environment contributes to the success and persistence of Black male faculty from a cultural model viewpoint. An inclusive curriculum incorporating diverse teaching and research perspectives can enrich faculty and students' academic experience (Garcia, 2000; Quaye & Harper, 2007). An inclusive culture helps to ensure that the people producing knowledge on college campuses reflect the full range of humans who exist in the world (Garcia, 2000). Gerstner (2002, p. 182) states, “In the end, an organization is no more than the collective capacity for its people to create value.” A significant aspect of creating a welcoming and inclusive environment for Black male faculty is the acceptance of their unique pedagogies and research interests. PWIs must realize that diverse pedagogies can help all students develop a deeper, more meaningful understanding of non-mainstream cultural subjects (Ryan & Tilbury, 39 2013; Sanger, 2020). PWIs must cultivate an environment where faculty members are welcomed, recognized, and rewarded for their skills and achievements regardless of their racial background. Access to mentors who understand the unique challenges Black male faculty face at PWIs can provide valuable guidance and support to help ensure their persistence from a cultural setting’s perspective (Brent & Felder, 2000; Zambrana et al., 2015). Furthermore, the availability of ethnic professional networks within a PWI can enhance career development and provide opportunities for collaboration and advancement, leading to increased Black male faculty persistence (Zambrana et al., 2015). According to Nakamura et al. (2009), faculty mentoring reflects the sociological concept of pattern maintenance, or how people preserve and pass on cultural, political, institutional, and social knowledge. Without access to this social engagement through proper mentoring, Black male faculty report that they often struggle to deal with a sense of isolation, racism, and discrimination (Aguirre, 2000; Alex-Assensoh, 2003; Rockquemore & Laszloffy, 2008). Research has shown that these stressors can be diminished, and faculty success is enhanced through effective mentoring (Antonio, 2003; Daley et al., 2006; Stanley, 2006). A quantitative study by Zambrana et al. (2015) of 23 Black faculty members revealed that 90% confirmed the benefit of having a relatable mentor to their success. However, a lack of access to effective mentorship can be detrimental to the persistence and retention of Black male faculty (Boyd et al., 2010; Zambrana et al., 2015). Addressing cultural inequities requires a comprehensive and sustained effort by PWIs, requiring collaboration among administrators, faculty, and students. It is also crucial for institutions to regularly assess and reassess their policies and practices to ensure they are effectively promoting constructive diversity, equity, and inclusion initiatives. 40 Leadership Leaders play a significant role in establishing and fostering a conducive organizational culture for the success of its BIPOC faculty, specifically Black male faculty. Organizational culture influences an institution’s performance and effectiveness, its faculty's morale and productivity, and its ability to attract, motivate, and retain talented individuals (Warrick, 2017). While much research exists on competencies required to lead cultural transformations from a leadership perspective, executing these principles is easier said than done (Frierson, 2019; Spranger, 2022). Warrick (2017) suggested that leaders build solid and successful cultures that bring out the best in people. This is in alignment with a visionary leadership style. Developing organizational culture requires far more than talking about culture; it requires leaders who see it as essential to aligning organizational strategies and decision-making with cultural ideals. UHL leadership exemplifies this visionary leadership trait by communicating the university’s goal of striving to be an anti-racist institution. This is communicated regularly by UHL’s president and the Board of Regents. Postsecondary education leaders must also consistently work to improve and do better when embracing diversity, equity, and inclusion. The Transformational leadership style exemplifies this skill set. According to Bass (1985) and Burns (1978), transformational leadership is ideal for driving complex, multi-faceted DEI initiatives. Transformational leadership is characterized by a leader working with stakeholders to identify needed change, creating a vision to guide the change, and executing the change in collaboration with committed members of the organization (Burns, 1978). UHL ensures that it maintains contact and communication with its BIPOC faculty demographic as it works to implement DEI improvements. Feedback is obtained through periodic baseline studies to determine if DEI 41 initiatives are working. Transformational leaders understand that there is no way to address every issue overnight, and certainly not without making a few mistakes along the way (Anderson, 2017). Bass said that a leader is “one who motivates us to do more than we originally expected to do” (p. 20). He argued that transformational leadership can be defined based on its impact on followers. He proposes that transformational leadership impacts a follower’s motivation, performance, and persistence. When followers feel trust, admiration, loyalty, and respect from their leaders, they are often willing to go beyond self-interest for the organization's good (Bass, 1985). Transformational leaders give followers an inspiring mission, vision, and identity (Bass, 1985; Burns, 1978). If UHL expects to achieve its goal of being an anti-racist institution, then transformational leadership is necessary. Conceptual Framework According to Merriam and Tisdell (2016), the conceptual framework of a study represents the interrelated factors of a problem of practice. Each problem of practice has a unique conceptual framework in that different factors and variables inform the research (Maxwell, 2013). The framework directs the research design, sampling procedures, and data collection and identifies analysis strategies (Merriam & Tisdell, 2016). According to Maxwell (2013), conceptual frameworks should be emergent. They should also leverage experiential knowledge, existing theory, and supportive research to propose a model of the researcher's proposed theory of how the world operates (Maxwell, 2013). The methodological approach to this study relied upon Clark and Estes’ (2008) gap analysis framework. According to Clark and Estes, performance needs are attributed to a lack of knowledge or skills, motivation, and organizational barriers. These three factors are known as KMO. Implementing a systematic needs analysis requires an organization to identify goals, 42 assess current organizational performance, and identify the barriers to achieving objectives (Clark & Estes, 2008). Furthermore, the organization must understand how knowledge, motivation, and organizational influences interact to enable goal attainment (Clark & Estes, 2008). Finally, the organization must implement and evaluate proposed solutions (Clark & Estes, 2008; Kirkpatrick & Kirkpatrick, 2016). The conceptual framework for this study theorizes that Black male faculty at a prototypical PWI do not have the appropriate support to ensure success in achieving their career objectives. The study outlined in Chapter Three will test this assumption and potential influences through 1:1 interviews and rigorous data analysis. Figure 1 illustrates how each of the identified KMO influences relates. 43 Figure 1 Conceptual Framework of How Knowledge, Motivation, and Organizational Influences Affect Black Male Faculty Success The conceptual model presents how Black male faculty self-efficacy is closely related to their knowledge and understanding of their job requirements and expectations. This includes both written and unwritten expectations. Without this knowledge, they cannot be confident in their abilities to achieve organizational expectations related to their career progression. A culture of acceptance and inclusivity is required to enable access to knowledge and skills training. In turn, access to knowledge and training leads to increased feelings of self-efficacy. Finally, leadership must be aware, understand, and motivated to address the challenges related to Black 44 male faculty achieving their career objectives. Engagement by leadership resides at the intersection of the KMO influencers to ensure that supportive cultural changes are undertaken to support institutional change initiatives required for goal obtainment. The three KMO concepts relate to each other to positively impact the problem of ensuring that Black male faculty have the support needed to persist in achieving their career objectives at a PWI. Summary This literature review addresses the factors contributing to Black male faculty's ability to persist at a PWI. Critical race theory provides the lens through which to view the study, followed by a review of changing student demographics on PWI campuses. Changing demographics leads to a discussion of the present-day role of post-secondary institutions. Next, the benefit of faculty mirroring student demographics is addressed, followed by a discussion of the challenges BIPOC faculty face as they enter an environment unequipped to support their needs (Brown, 2009; Dittmer, 2017). Finally, Clark and Estes’ (2008) gap analysis was used to form the basis for the study and the theoretical framework. A conceptual model was employed to expand on the theoretical framework and highlight the relationships among critical concepts—specifically, factual and procedural knowledge, self-efficacy, expectancy-value, cultural models, and cultural settings. A brief discussion covered suggested leadership approaches. Chapter Three follows with a discussion of the research methodology used to assess and better understand the literature review from Chapter Two. 45 Chapter Three: Methodology This chapter provides an overview of the methodology used to understand the knowledge, motivation, and organizational barriers Black male faculty face while pursuing a teaching and research career at a PWI. The initial section reintroduces the research questions and presents qualitative methods as the data collection approach. A rationale for studying participants in one research setting instead of across multiple institutions is discussed. Next, my positionality is discussed. Mitigations of my biases and assumptions are covered. A discussion of the research participants, instrumentation, data collection procedures, and data analysis follows. The chapter ends with an overview of strategies to help ensure and maintain credibility, trustworthiness, and ethics. Research Questions The research questions that guide this study are: 1. What knowledge do Black male faculty at UHL need to ensure they succeed? 2. What motivating factors do Black male faculty at UHL require to ensure they can succeed? 3. What organizational support and resources are needed by Black male faculty at UHL to ensure they succeed? Overview of Design The study employed an explanatory qualitative methods approach to investigate potential needs in knowledge, motivation, and organizational influences for Black male faculty who wish to pursue teaching and research careers at a prototypical large PWI. Research participants were solicited from a representative PWI in the Western United States. Data were collected through semi-structured, 1:1 interviews with open-ended questions. According to Creswell and Creswell 46 (2017), semi-structured interviews with open-ended questions allow for a rich and in-depth unpacking of respondents' lived experiences, which can assist in discovering nuanced causes of a problem of practice. Furthermore, Merriam and Tisdell (2016) attest that this interview approach allows the data collection process to evolve throughout the study. Research Setting This study examined the lived experiences of Black male faculty from a PWI in the Western United States. A single university (i.e., setting) was selected to facilitate the logistical execution of the study. The literature confirmed that the lack of Black male faculty success is a problem at PWIs throughout the United States; thus, selecting a prototypical institution is acceptable for this study (Allen et al., 2000; Nyunt et al., 2022; Patton, 2016; Wingfield, 2015). Because UHL is considered a large PWI with several campuses, there is a reasonable probability of obtaining rich responses from participants to confirm KMO needs and support best practice recommendations. The Researcher The researcher of a qualitative study is the primary instrument of data collection, and they must be aware of conscious and unconscious personal biases. Biases, if not held in check, can interfere with the integrity of the data collection process, the analysis of the data, and finally, the interpretation and presentation of results (Creswell, 2014; Maxwell, 2013). An unbounded description of myself as the primary researcher begins with race and gender, which is that of a Black male. Other identity characteristics are a bit less obvious, such as Southern Baptist religious beliefs, sexual orientation (heterosexual), marital status (married), parenting status (stepdad), sibling status (youngest of three children), economic status (middle class), and educational status (Master of Science in Electrical Engineering & Master of Business 47 Administration). These characteristics affect how I view the world and how I believe the world perceives me. I can relate to the problem of practice from the perspective of a Black male who has experienced systemic racism in the post-secondary educational system in the United States. I have had the opportunity to attend both an HBCU and a PWI, allowing for the lived experiences of interacting with Black male faculty at each institution. These experiences have led to my belief that racism, educationalism, and classism are the power structures that intersect with my identity and role concerning the study’s problem of practice. I categorize myself as having a transformative worldview regarding how this problem of practice should be approached. The transformative view seeks to identify with marginalized individuals in society as it addresses issues of power and social justice, which apply to this problem of practice (Creswell, 2014). My strategy to mitigate my biases from entering the study is through an ongoing consciousness of my positionality and, thus, my potential preferences, values, and learned experiences (Merriam & Grenier, 2019). I worked to make the aforementioned personal characteristics explicitly known in the research study through reflexive comments and statements (Hoover, 2018). The abovementioned efforts will help to ensure that I mitigated personal assumptions and biases and minimized external and internal threats to the study’s credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). Data Sources The primary method for data collection was through 1:1 interviews with open-ended questions. This semi-structured approach allowed for rich information gathering while allowing participants to share as much or as little about their lived experiences as they felt comfortable (Creswell & Creswell, 2017). 48 Population and Sample The target population for this research project included full-time faculty members who identified as Black males at a prototypical large PWI in the Western United States. Participants had work experience ranging from newly hired assistant professors to senior-level tenured professors. Their teaching and research interests covered a variety of fields and disciplines, including but not limited to engineering, humanities, natural sciences, education, medical, and social sciences. The participant group was part of an overall 4% Black, full-time professional grade faculty demographic at UHL. Of the reported 4% Black faculty, the split between Black males and Black females was approximately 2% each. Table 3 contains the race/ethnicity demographic breakdown for all full-time professional grade faculty at UHL, which includes about ten thousand individuals. The study used purposeful sampling for participant recruitment (Merriam & Tisdell, 2016). Participant recruitment occurred through UHL's Office of Diversity and Inclusion and supplemental snowball sampling. Leveraging this approach to solicit participants yielded diverse faculty across years of experience, disciplines, campus sites, and faculty status. This diversity aimed to provide a rich and detailed understanding of the lived experiences of Black male faculty at multiple stages of their careers while supporting the goal of identifying and establishing themes on which recommendations or best practices could be associated. 49 Table 3 Full-time Professional Grade Faculty Race/Ethnicity Data Staff Race/Ethnicity Percentage White 65 Asian 14 Hispanic 6 Black or African-American 4 Multiple 4 Declined to Disclose 3 Did Not Provide 3 American Indian/Alaska Native <1 Native Hawaiian/Pacific Islander <1 Note: Data compiled from UHL 2022 annual demographic report Instrumentation A semi-structured interview protocol guided the questions asked of each participant during a 1:1 Zoom interview. The interviews were designed to allow for flexibility in participants’ responses while still addressing the intent of the posed questions (Merriam & Tisdell, 2016; Patton, 2002). The protocol in Appendix A consists of twelve questions; one serves as an introduction, one closes out the interview, and ten core questions tie directly back to the conceptual framework and research questions. The questions comprise three sections corresponding to Clark and Estes’ (2008) respective knowledge, motivation, and organizational influences concepts. The protocol consists of open-ended questions to elicit rich, detailed, descriptive responses. Open-ended questions delve deeper into respondents’ answers, gaining insights beyond predefined categories (Johnson et al., 2014). They foster meaningful 50 conversations and allow for further probing based on respondents’ initial answers (Merriam & Tisdell, 2016; Johnson et al., 2014). Optional probing questions were included to facilitate deeper exploration into areas of interest as needed. Data Collection Qualitative data collection took place through 1:1 Zoom interviews over several months. Each interview was scheduled for one hour and recorded via Zoom technology. Handwritten notes were taken during each Zoom session to help with future recall of salient comments. Permission to take notes and record the sessions was obtained from each participant. After each interview, Zoom transcripts were downloaded to my computer to facilitate the identification of themes through a coding process. Notes and recordings were saved in password-protected folders on my personal computer. All interviews were conducted remotely, from home, and away from others for privacy purposes. Using Zoom allowed research participants to answer questions in an appropriate location of their choosing. Zoom also added a layer of flexibility in scheduling and conducting interviews without the added expense of traveling for face-to-face meetings. At the beginning of each interview, I briefly reviewed confidentiality and volunteer information with each participant to confirm their acceptance and agreement to participate in the study. I also reassured them that their uncoded responses would not be shared with others unless compelled by the Institutional Review Board (IRB), and their information would be coded or given a pseudonym when incorporated into study findings (Creswell & Creswell, 2017). Data Analysis According to Merriam and Tisdell (2016), data analysis aims to derive accurate and reliable meaning from the collected data. Data analysis began by coding and identifying themes 51 to help answer the research questions (Merriam & Tisdell, 2016). Zoom transcripts and handwritten interview notes were used to support the coding process. Coding and categorization results were linked to KMO influences expressed in the research questions and the study’s conceptual framework (Clark & Estes, 2008; Merriam & Tisdell, 2016). Themes were identified by the coding process and used as critical influencers that should be leveraged to drive organizational changes (Merriam & Tisdell, 2016). Finally, key quotes were taken from the transcripts to support pertinent experiences, needs, and best practices. Credibility and Trustworthiness Credibility and trustworthiness are fundamental tenets of a robust research endeavor; thus, they should be established early and maintained throughout the study. The challenge is, how are credibility and trustworthiness established? A rich collection of data and respondent validation should be used to establish and increase credibility and trustworthiness (Creswell, 2014; Maxwell, 2013). Through semi-structured interviews, I engaged in open-ended and probing follow-up questions to gain in-depth insights into respondents’ views and beliefs. Each respondent's transcript was reviewed multiple times over several weeks to allow for reflexivity (Merriam & Tisdell, 2016). Per Merriam and Tisdell (2016), having access to verbatim transcripts is one method of increasing the trustworthiness of data collection. Before each interview, I obtained the participant’s permission to record the discussion, supporting a complete and thorough transcript. I incorporated participants’ quotes into the findings and conclusions to support identified themes and recommendations. Interview responses were coded and thoroughly reviewed through an integrative process that looked for consensus among a majority of research participants. It was essential to include supportive and discrepant viewpoints to expected influences where a 52 majority of respondents shared similar experiences. Credibility and trustworthiness were established by executing the steps above to support the study findings. Ethics This qualitative study obtains data from human subjects; therefore, it is imperative to prioritize the protection of the participants and their confidentiality (Glesne, 2016; Rubin & Rubin, 2012). No data were collected before the Institutional Review Board's (IRB's) approval of the method protocol(s). Informed consent was obtained from participants before each interview. Participants received an Information Sheet for Exempt Research (Appendix B). The sheet included the following information: the purpose of the study; participation is voluntary; participants could choose not to have the interview recorded; participants could stop the interview at any time; all data are confidential; printed data are stored in a secured manner; electronic data is stored in a password-protected folder on my computer; all data are available only to me (Creswell & Creswell, 2017). Participants were assured that confidentiality would be maintained by assigning pseudonyms to identifiable characteristics (Creswell & Creswell, 2017; Merriam & Tisdell, 2016). There were no issues related to positionality or power; I (the principal researcher) held no authority over the research participants and had no personal connection to them or their institution. Finally, I completed the IRB training related to Human Research Subjects Training (CITI), which helps ensure that proper procedures concerning participant safety, confidentiality, and respect are followed. Summary The proposed methodology for this study employed an explanatory qualitative methods approach. This methodology supports the investigation of needs in knowledge, motivation, and 53 organizational influences for Black male faculty’s ability to persist at a PWI. Research participants were purposefully solicited from a prototypical large PWI. Data were collected through semi-structured, 1:1 interviews with open-ended questions to allow for rich, in-depth responses that could evolve throughout the study (Creswell & Creswell, 2017; Merriam & Tisdell, 2016). This qualitative data collection process ensured that rich and detailed information was collected to establish themes and findings. The chapter ends with an overview of strategies to help provide and maintain credibility, trustworthiness, and ethics. The following chapter, Chapter Four, presents the research findings that emerged from executing the methodology discussed in Chapter Three. 54 Chapter Four: Findings This study conducted a needs assessment of the knowledge, motivation, and organizational influences necessary for Black male faculty to succeed at a PWI. The study focused on the challenges Black male faculty face at the University of Higher Learning (UHL), a PWI in the Western United States. Interviews were conducted using an informal, semi-structured interview protocol from which themes and unique responses emerged. As described in Chapter Two, data collection and analysis were performed to confirm or eliminate assumed knowledge, motivation, and organizational influences. Assumed needs were identified as ongoing assets when the majority of respondents (six or more) identified the existence of knowledge, motivation, or organizational resources to support the success of Black male faculty. In contrast, assumed needs were identified as ongoing when most respondents (six or more) indicated the lack of knowledge, motivation, or organizational resources to support the success of Black male faculty. The study asked the following research questions: 1. What knowledge do Black male faculty at UHL need to ensure they succeed? 2. What motivating factors do Black male faculty at UHL require to ensure they can succeed? 3. What organizational support and resources are needed by Black male faculty at UHL to ensure they succeed? The following sections describe the participant characteristics, their challenges at UHL, and their views on UHL’s commitment to their success. The sections are organized into themes to answer the study’s research questions based on Clark and Estes' (2008) gap analysis framework. 55 Participants The eleven full-time Black male faculty members who participated in this study worked at one of several UHL campuses, and their educational interests included but were not limited to engineering, humanities, natural sciences, education, medical, and social sciences. The participants were part of an overall 4% Black, full-time professional grade faculty demographic, as reported by UHL in 2023. Of the reported 4% Black faculty, the split between Black males and Black females was approximately 2% each. The pronouns “they” and “them” are used occasionally instead of a pseudonym when associated with specific quotes to protect participants’ identities further. If participants used identifiable language, some responses were paraphrased to convey the participant’s meaning without potentially revealing their identity. Table 4 summarizes the participants’ characteristics. Table 4 Summary of Participant Characteristics Stakeholder Faculty Status Years with UHL Tenure Status Alvin Assistant Professor 1–3 Tenure Track Harold Assistant Professor 1–3 Tenure Track Owen Assistant Professor 1–3 Tenure Track Walter Assistant Professor 1–3 Tenure Track David Assistant Professor 1–3 Non-Tenure Track Garrett Assistant Professor 1–3 Non-Tenure Track Mike Associate Professor 1–3 Non-Tenure Track Jared Associate Professor 4–6 Non-Tenure Track Brice Associate Professor 6+ Non-Tenure Track Carter Professor 6+ Tenured Rob Professor 6+ Tenured 56 Findings for Research Question 1: What Knowledge Do Black Male Faculty at UHL Need to Ensure They Persist? The assumed knowledge needs that Black male faculty at UHL require to ensure they persist include: (a) Black male faculty need to know the requirements and how to navigate their career track (e.g., lecture, teaching, or tenure track), and (b) Black male faculty need to know how to manage their time (i.e., schedules) to achieve an optimal balance between teaching, research, and service activities. Incoming Black male faculty must clearly understand what is expected of them based on their selected career track. Respondents confirmed that UHL’s standard practice is to provide the details and expectations of each newly hired faculty member’s job requirements in their employment contract and through the onboarding process. The challenge for some Black male faculty is gaining access to unwritten rules of engagement that are often expected of new faculty. Faculty members also need to develop a process to protect their time. Often, Black male faculty reported feeling pressured, due to department dynamics, into accepting additional service commitments despite the lack of time and compensation. This form of social pressure is commonly classified as a cultural tax (Fries-Britt et al., 2011). The aforementioned needs fall within the factual and procedural knowledge influences defined by Clark and Estes’ (2008) gap analysis framework. Identified needs are placed into one of three possible categories: an ongoing asset, an ongoing need, or an emerging need newly identified during data collection. Table 5 provides a summary of the knowledge needs that were revealed by the data analysis. 57 Table 5 Summary of Assumed Knowledge Needs Assumed knowledge needs Ongoing asset Ongoing need Emerging need Knowledge Need 1: Black male faculty need to know the requirements of their career track (e.g., Lecture, Teaching, or Tenure Track) and how to navigate their career track successfully. (Factual) N/A Yes N/A Knowledge Need 2: Black male faculty need to know how to manage their time (i.e., schedules) to achieve an optimal balance between teaching, research, and service activities. (Procedural) N/A Yes N/A Factual Knowledge Factual knowledge can be described as the “what” and includes the basic elements an individual needs to know about a given topic to demonstrate an understanding of basic facts related to a topic (Krathwohl, 2002). Black male faculty need factual knowledge of their institution's career track requirements and their mission related to teaching, research, and service contributions. Ideally, faculty career interests and expectations should be aligned with the institution’s mission to optimize the employee and employer relationship (Bernal & Villalpando, 2002; Hirshfield & Joseph, 2012). Theme 1: Knowledge Alignment of Career Interests and Institution Career Tracks To succeed at UHL, Black male faculty need to know their career track options and what is required to navigate their specific career track successfully. Mike shared that the details of his career track requirements were established and communicated before his first day on the job. He stated, “I was hired into the career track that aligned with my research aspirations; the details were called out in my contract. Thus, I knew what I was signing up for.” The study participants 58 confirmed that they clearly understood what career tracks were available and which track they were assigned. Garrett shared that “UHL has three basic career tracks: the lecture track, the teaching track, and the traditional tenure track.” All participants verified similar knowledge with slight variations depending on their field of interest. There were variations of the traditional tenure track depending on the faculty member's discipline. Jared had this to say about the clarity at which his career track information was communicated and the value it established for his expectations of a successful career at UHL: This would not be a place where I would be successful if I didn't know what was expected of me when I accepted the offer to come to this university. Specific job expectations are made clear to all faculty before entering the university. When faculty and faculty of color, including Black male faculty, come here, it's very clear what is required of them. So, there is no ambiguity about that at this university. Knowledge of career track expectations is critical to a faculty member’s success. A majority of respondents confirmed that upon starting their positions, UHL administrators were upfront in sharing with them standard career track requirements and responsibilities. Carter shared, “When you get the job, the department chair, or the provost, they sit you down and tell you what is expected of you concerning your research, teaching, and service.” Respondents commented that the challenge for Black male faculty is gaining access to unofficial, unwritten expectations of their department or academic arena. Robert had this say about unwritten career expectations: UHL is a large place with many different campuses, sections, departments, and schools. Each of these different portions of the university can have very different 59 ways of evaluating work to determine academic success. And so, I think that creates a lot of confusion for any Black male faculty member who may not be aware of unwritten departmental requirements. Robert’s comments are supported by Flaherty (2020) and Matthew (2016) in that unwritten rules disproportionately affect Black faculty hired into post-secondary positions with the expectation that they aimlessly navigate unknown requirements set by White-tenured colleagues and administrators. Furthermore, Matthew (2016) states that unwritten codes, habits, and practices can be so subtle as to seem unimportant until something goes wrong for a Black faculty member. Theme 2: Knowledge Alignment of Career Interests and Institution Mission Black male faculty need to know their institution’s classification with respect to their career aspiration. An institution's classification is generally tied to its mission and the type of teaching, research, and service initiatives expected on its campus (Carnegie Commission on Higher Education, 2021). Working knowledge of an institution’s classification can provide helpful information to assist a candidate in determining if they are a good fit for the institution in question. The ability of Black male faculty to align their pedagogies with their institution's teaching, research, and service expectations is necessary for creating equitable career paths (Bernal & Villalpando, 2002; Hirshfield & Joseph, 2012). Brice shared the importance of aligning his career aspirations with what UHL could offer by saying: One thing that helped me to choose to come here is that UHL has proclaimed itself to be an anti-racist institution and still maintains that position even after the Supreme Court overturned affirmative action. What that means to me is that discussing race has no barriers or guardrails. 60 A majority of the respondents shared that being able to align their career goals with what UHL could provide was one of the reasons they decided to pursue a career at this institution. Alvin shared, “In this urban campus environment, it matters that my research can be translated into contributions to the community's well-being.” David commented, “One of the things that many of us want to do is to contribute to our field and our community, and UHL allows us to accomplish both of those goals.” The opportunity to give back to local underserved communities was a top priority for more than half of the respondents. Procedural Knowledge Procedural knowledge is described as the “how” (Krathwohl, 2002). Procedural knowledge builds upon factual knowledge and relates to understanding the method for completing a task (Krathwohl, 2002). Once Black male faculty know what is expected of them to be successful, they must have the procedural knowledge of managing career trajectory effectively. The knowledge factor validated by the study was the importance of Black male faculty knowing how to manage their time, also known as protecting their time. This section explores the challenges of Black male faculty as they allocate their time between teaching, conducting research, and service commitments while striving to achieve their career goals. Theme 1: Navigating Inequities in Service Requests Black faculty, especially Black male faculty, experience inequities when it comes to service commitments as compared to their White counterparts. Black male faculty are often recommended to support university initiatives related to anti-racism and cultural awareness (Griffin & Reddick, 2011; Hirshfield & Joseph, 2012). Most respondents confirmed that due to power dynamics within their departments, they often felt pressured to accept additional service responsibilities despite the lack of time and compensation. This form of social pressure is 61 commonly classified as spotlighting (Hirshfield & Joseph, 2012). Harold had this to say about spotlighting: Basically, everyone knows that if you are BIPOC, you are going be asked and expected to serve on social justice committees, participate in DEI initiatives, and engage in recruiting. And I think the university should give these folks a reprieve from some of their other responsibilities or, at a minimum, compensate them for being asked to do more. Garrett confirmed that time management is critical to his success, just like it is valid for all faculty, Black and White. The difference, according to Garret, for Black male faculty is that they have so many other racial demands that cloud their day that they need to be able to manage and fight through as opposed to just managing their time concerning teaching, research, and service. Garrett’s comment is associated with a form of impression management. This form of impression management is related to Black faculty having to evoke additional emotional labor to feel accepted by others simply due to their race (Harlow, 2003; Hochschild, 1983; West, 1993). This can leave them exhausted emotionally, mentally, and physically (Goffman, 2002; Wood, 2000). In contrast, Walter shared how encouraging it was that he could be “his authentic self intellectually and personally,” which eliminated the “drain on his time and energy required to be something that he is not.” Addressing inequitable power dynamics that pressure Black faculty to take on unreasonable service commitments can significantly enhance their lived experiences, possibly leading to improved career success rates (Goffman, 2002; Wood, 2000). Theme 2: Navigating Inequities in Advisor Requests Black male faculty are at a disadvantage when it comes to advising students. Black faculty make up less than 6% of college staff compared to a population of 14% of Black students 62 (Davis & Frey, 2019). On average, Black faculty dedicate twice the number of hours to student advising than their White counterparts (Ali, 2009). The social pressure to commit an inequitable amount of time to advising students can be classified as a cultural tax (Fries-Britt et al., 2011). Alvin commented, “One of the challenges at this university is there isn't a critical mass of Black male faculty to meet Black student mentoring needs.” Insufficient staffing of Black male faculty leads to inequities in their time allocations related to supporting student mentoring requests on a campus the size of UHL. Many respondents commented that they feel obligated to accept mentoring requests even at the risk of infringing on their personal time. David shared his view on the inequities related to student advising commitments and the impact of the cultural tax: That's right because your time, especially as an underrepresented faculty member, is not yours anymore. Students will find you within the department or across campus for mentorship and support for social justice initiatives. And it's much more burdensome for us than our White colleagues. The social pressure to not turn down a BIPOC student requesting help can be tremendous. The study confirmed the importance of having an advocate for the protection of Black male faculty members’ time. A majority of the respondents stated that having an advocate for the protection of their time would serve to insulate them from an inequitable number of service and advisory requests. When asked to identify who should be an advocate, responses included: an advocate could be an administrative leader, a mentor, or a department chair. The value of leveraging advocates is vital for new BIPOC faculty who are working to hone their time management skills (Whitford, 2020). Robert stated, “I'll be honest, I'm not sure that this protecting time thing is something I have figured out.” When asked how he developed the skills to manage his workload efficiently, Brice stated: 63 First, I’ve learned the power of saying no. Next, it’s about understanding how the system works. As I mentioned, a good advocate will help with this. And that comes from department chairs in reducing teaching loads and providing technical, research, or funding support. It's important to have a modest, if not protected, teaching load and a reduced advising load in the initial stages of getting on the path to tenure. These protections should be institutional to allow you to stay true to what will be part of your tenure evaluation. Based on research participants' responses, interventions at the institutional level are required to ensure that the protection of their time is honored. Respondents shared that it would be beneficial to have advocates and advisors at the associate and senior levels to give them recommendations on navigating student requests as they seek to protect their time. Discussion for Research Question 1 Concerning assumed knowledge needs for UHL to implement a systematic process to ensure the success of Black male faculty, the interview data resulted in two ongoing needs. Analysis of interview data confirmed that UHL has a process in place to ensure that faculty are aware of their primary career track requirements and expectations. The university allows for flexibility in how faculty can fulfill these requirements, which benefits Black male faculty and their unique pedagogies. However, the knowledge needed for Black male faculty is in accessing their departments' unwritten rules and expectations. Due to the size and complexity of the university, faculty members found it difficult to identify a standard protocol for navigating the implied rules of engagement of their unique departments. Respondents also had concerns about the level of support they received from UHL for protecting their time concerning counseling, mentoring, and social initiatives. A standard response was that they often gave inequitable 64 amounts of personal time covering service and mentoring commitments without recognition or compensation. The result is Black male faculty often feel abandoned, burned out, and underappreciated due to the lack of access to unspoken rules and the lack of protection of their time when it comes to teaching and conducting research. Findings for Research Question 2: What Motivation Do Black Male Faculty at UHL Need to Ensure They Persist? The assumed motivation needs that Black male faculty at UHL require to ensure they persist include: (a) Black male faculty need to be confident they can achieve their career goals at UHL, and (b) Black male faculty need to believe there is value in pursuing a career at UHL. The needs mentioned above fall within the self-efficacy and expectancy-value motivation influences defined by the gap analysis framework. Identified needs are placed into one of three possible categories: an ongoing asset, an ongoing need, or an emerging need newly identified during data collection. The discussion that follows will address each of the identified assumed needs. The discussion concludes with a synthesis of the motivational findings. Table 6 provides a summary of the motivation needs that were revealed by the data analysis. 65 Table 6 Summary of Assumed Motivation Needs Assumed motivation need Ongoing asset Ongoing Need Emerging need Motivation Need 1: Black male faculty need to be self-confident that they can achieve their career goals at UHL. (Self-Efficacy) Yes N/A N/A Motivation Need 2: Black male faculty must believe there is value in pursuing a career at UHL. (Expectancy Value - Utility) Yes N/A N/A Self-Efficacy Self-efficacy is important to an individual’s motivation to pursue a task. According to Bandura (1977), self-efficacy is an individual’s belief that they can achieve a specific goal. High self-efficacy is related to an individual's motivation to engage in and persist with a task. In contrast, low self-efficacy can be connected to an individual’s avoidance of a task (Rueda, 2011). Black male faculty at UHL expressed high self-efficacy in their abilities to successfully achieve their career goals. Theme 1: Alignment of Career Interests and Institution Resources Most respondents stated that UHL provides the necessary resources for their success. Six respondents commented on their abilities to leverage university funds and access world-class research facilities as contributing factors to their positive feelings of self-efficacy. Walter said this about his ability to utilize UHL resources to achieve his career aspirations: "What tipped the scale for me to come to UHL were the extensive research resources related to ethnic and social issues and the ability to interact with senior-level faculty on interdisciplinary research.” Robert also shared the significance of being able to work in his unique area of interest by saying: 66 What I do at UHL very much speaks to my passion. And I think that's been crucial to my success thus far. The university allows me to work in my niche field that I'm deeply passionate about. And so this passion gets me up and out of bed in the morning and keeps me very motivated. The ability to obtain external funding to support research and publishing can be a challenge for Black faculty, thus affecting their feelings of self-efficacy. According to Settles et al. (2018), faculty of color are less likely to receive external funding due to their ethnic research interests. Diversity and inclusion topics in academia are often less valued when supporting Black faculty career progression (Settles et al., 2018). This sentiment is not necessarily the case at UHL. Respondents shared that senior faculty at UHL are willing to assist them with writing and reviewing their grant proposals, which has helped keep them encouraged and motivated to persist. Harold said: Even if it is at the last minute, faculty members in my department have been willing to look through my grant proposals and tell me what I may have done wrong, what I could improve, or how to make a better case for aspects of the proposal. Several respondents commented on their ability to leverage the university’s prominence when submitting and obtaining approval for external grant proposals. Gaining external grant approvals for diversity and inclusion topics can be challenging, but each successful approval helps to reinforce the self-efficacy of UHL’s Black male faculty. Theme 2: Alignment of Career Interests and Institution Mission Faculty career interests and expectations should be aligned with their institution’s mission to optimize the employment relationship. Aligning Black faculty pedagogies with their 67 institutions' teaching, research, and service expectations is necessary to create equitable career paths (Bernal & Villalpando, 2002; Hirshfield & Joseph, 2012). Self-efficacy is improved as impartial career paths are established and maintained. Harold shared, “The alignment of my values and career aspirations with this institution’s mission has been critical and essential to my commitment.” Another respondent, Walter, commented: With my identity as a Black individual, I feel that I can understand and relate to the experiences of my Black students. So, this is what I feel passionate about teaching. I teach that our mission at UHL is to be that stepping-stone and nurturing place for students. Participants shared their motivation to contribute to their field of interest and give back to their communities. David stated, “One of the things that many of us want to do is to contribute to our community, and UHL allows us to accomplish that goal.” All of the respondents believe they will be able to engage in the type of teaching, research, and service that is interesting and aligned with their aspirations of giving back to their local community. Jared shared, “I was attracted to UHL because of its outreach initiatives to local underserved ethnic communities. This type of work is what keeps me motivated.” The ability to contribute to their community is vital to Black male faculty’s sense of self-efficacy, driving them to devote their time, energy, and commitment to an institution that shares their values. Expectancy-Value, Mental Effort, and Persistence Expectancy-value, mental effort, and persistence are vital to Black male faculty motivational levels. The expectancy-value theory covers faculty members' belief that completing a goal will enhance their personal or professional lives (Eccles & Wigfield, 2020). The expectancy-value approach focuses on two fundamental motivational questions: Can an 68 individual do the task or what is their expectancy for success, and does an individual want to do the task or their perceived value for the task (Ambrose et al., 2010; Eccles & Wigfield, 2020). Study findings focus on utility value or the value Black male faculty see in pursuing a career at UHL. Persistence, continuing onward despite barriers or resistance, mental effort, or working smarter to develop novel solutions are additional motivational concepts that are key to Black male faculty success. Theme 1: The Motivation to Give Back Interview participants see value in providing opportunities for future Black male faculty. According to Nyunt et al. (2022), men of all marginalized ethnic/racial groups show achievement gaps in academic careers relative to White men. Furthermore, research has documented the inequitable experiences and outcomes for Black male faculty due to their lack of White privilege (Arday & Mirza 2018). Respondents were confident they could provide future Black male faculty opportunities and further relevant ethnic social initiatives through their employment at UHL. Mike shared his thoughts on being able to help those who will come after him: My motivation for doing what I do at UHL is to create opportunities by kicking open doors for the Black faculty coming behind me. So that's why I do what I what I do. I enjoy it. I like invading spaces to bring about equity, and I feel I can accomplish that at UHL. Nine out of eleven respondents mentioned the importance of having the ability to give back to their local ethnic communities as a motivational influence. Because of its urban setting, UHL readily offers the opportunity for Black male faculty to transfer their research into practice. Carter shared this: "For many of us, we live in the local communities, and our values are anchored in the well-being of those communities. Working at UHL allows us to fulfill that need 69 to give back to our communities.” Jared shared his belief that “the mandate at UHL is to engage in public work in such a way that it enhances the well-being of the community.” The consensus from the research participants is that UHL actively supports efforts related to positive social impacts in local ethnic communities, which can be a significant motivating factor for BIPOC faculty. Theme 2: The Motivation to Contribute to Academia Contributing to the body of knowledge in their field of study was a motivating factor for most respondents. Black faculty often contend with institutional processes that implicitly undermine their ability to contribute to their profession (Matthew, 2016). Most respondents felt they had equitable opportunities to make meaningful academic contributions while teaching at UHL. Brice shared his view on being able to contribute to his academic field of study, “It's been incredibly productive and incredibly inspiring working at UHL. I would not have been able to do the work that interests me elsewhere except here.” Being able to contribute to their field of study was a deciding factor for more than half of the research participants' decision to accept a faculty position at UHL. David stated, “The fit is the most important motivating factor for a successful career at UHL, especially for those looking to contribute to academic knowledge associated with diverse urban spaces.” Walter had this to say concerning his decision to accept a position at UHL: Conducting meaningful research ranks very high on my list of must-haves. I ensured that wherever I ended up, the university would allow me to conduct research on my own terms and enable me to collaborate with underrepresented students and historically excluded graduate students, who are too often overlooked. 70 Nine out of eleven respondents mentioned the importance of having the ability to give back to their local BIPOC communities through their contributions to academia. Because of its urban setting, UHL readily offers the opportunity for Black male faculty to transfer their research into practice. Carter shared: "For many of us, we live in the local communities, and our values are anchored in the well-being of those communities. UHL allows us to fulfill that need to give back to our communities.” Respondents shared that the mandate at UHL is to engage in public work that enhances the well-being of the local community in a way that has a positive social impact. Discussion for Research Question 2 Regarding the assumed organizational need for UHL to implement a systematic process to ensure the success of Black male faculty, the interview data resulted in two ongoing assets. First was UHL’s ability to provide Black male faculty funding and resources to support their research endeavors. It was also confirmed that Black male faculty research goals should be aligned with the university’s mission to ensure a productive employee-to-employer relationship (Hirshfield & Joseph, 2012). Respondents were also motivated by having the opportunity to break down barriers that might inhibit the success of future Black male faculty members. Finally, research participants noted that UHL offered the opportunity for Black male faculty to contribute to their unique fields of study while benefiting local ethnic communities. Both self-efficacy and expectancy value are considered ongoing assets for Black male faculty at UHL. Findings for Research Question 3: What Organizational Resources Do Black Male Faculty at UHL Need to Ensure They Persist? The assumed organizational resource needs that UHL requires to ensure that Black male faculty persist include: (a) UHL needs to value and promote the inclusion of Black male faculty, 71 their pedagogies, and their research interests, and (b) UHL needs to offer a systematic mentoring program to its Black male faculty. The aforementioned needs fall within the cultural model and cultural setting organizational influences as defined by Clark and Estes’ (2008) gap analysis framework. Identified needs are placed into one of three possible categories: an ongoing asset, an ongoing need, or an emerging need newly identified during data collection. Table 7 provides a summary of the organizational needs revealed by the findings. This section concludes with a synthesis of the organizational findings. Table 7 Summary of Assumed Organizational Needs Assumed organizational needs Ongoing asset Ongoing need Emerging need Organizational Influence 1: UHL needs to value and promote the inclusion of Black male faculty, their pedagogies, and their research interests. (Cultural Model) Yes N/A N/A Organizational Influence 2: UHL needs to provide a systematic mentoring program for its Black male faculty. (Cultural Setting) N/A Yes N/A Cultural Model Cultural Models are the values, beliefs, and attitudes that are generally invisible and automated within an organization (Clark & Estes, 2008; Gallimore & Goldenberg, 2001; Schein, 2017). According to Rueda (2001), an organization’s cultural model is a set of beliefs that describes how an individual believes the organization works. This shapes the organization's values, policies, reward systems, and practices (Rueda, 2001). UHL must have a cultural model that values and promotes the inclusion of its Black male faculty. As discussed in Chapter Two, it 72 is essential that faculty feel welcomed and appreciated in their work environment (JohnsonBailey & Cervero, 2008; Matthew, 2016). Theme 1: Fostering a Culture of Inclusiveness DEI is essential to the success of UHL’s anti-racist institution initiative. Respondents confirmed that UHL is not immune to DEI challenges, but university leadership is willing to face issues head-on. Carter’s comment expressed the general feeling about DEI at UHL, “UHL is no haven from racism, but leadership is aware of this and working to improve the culture.” Another respondent, Owen, shared a similar sentiment by saying, “Being a Black male in a predominantly White environment has its unique challenges; it takes up so much of my time and mental energy just to survive.” Despite the challenges mentioned above, nine out of eleven respondents confirmed that one of the benefits of working at UHL is that leadership (starting with the president) is working to implement initiatives that foster and support an inclusive work environment. Jared had this to say about UHL’s DEI journey: Our culture on campus has a deep commitment to race and social justice. And that comes from a president who is dedicated to this cause. That also comes from a board of regents committed to race and equity. And that has moved through the culture of the campus. Respondents agreed that UHL is not perfect, but the university has established and set its sights on fostering an environment that supports BIPOC faculty and their sometimes unique pedagogies. Alvin commented, “Overall, UHL is probably one of the best places of higher education in terms of working to move the diversity and inclusion needle forward.” Nine of the research respondents believe that UHL is aware of and is actively working with all faculty to 73 address institutional racism. Brice shared his view of UHL’s approach to removing inequitable institutional barriers by stating: The important thing is creating a culture and context for being able to talk specifically about race and to do the work of undoing institutionalized racism; UHL has been very active in that space. Again, it is not perfect, but we are involved in addressing barriers that stand in the way of access for Black faculty. UHL is actively working to create a supportive environment for its BIPOC faculty through race and race relations research. Because of these initiatives, Black male faculty can feel included and confident that avenues of success for them will be created and fostered. Theme 2: Fostering a Culture of Collaboration Feeling welcomed, valued, and included extends beyond institutional initiatives and leadership support. It also depends on faculty members’ ability to establish collaborative relationships with co-workers and students. David recounted his feelings after speaking with colleagues and graduate students during his recruitment process. He stated, “I felt incredibly encouraged that I could be my authentic self both intellectually and personally after speaking with my potential colleagues and graduate students during my interview process.” Owen spoke of the joy he gains from collaborating and interacting with fellow faculty members and students concerning topics that align with his career interests. He stated, “I enjoy interacting with research scientists, post-docs, and graduate students as we work to solve cool equity problems.” Respondents believe collaboration encourages faculty members to think bigger and adapt technologies to answer racially-based problems that might otherwise not be considered, leading to discoveries that benefit underrepresented groups. 74 Six of eleven respondents shared their belief that an institution such as UHL must support curricula and research aligned with and attractive to its faculty and graduate students to foster a collaborative work environment. The literature supports the premise that a university’s support of pedagogies and research that are appealing to its BIPOC faculty is critical to their feeling supported and valued (Allen et al., 2000; Bernal & Villalpando, 2002; Hirshfield & Joseph, 2012). Harold shared how support for his unique equity research interests was the deciding factor as to why he decided to accept and remain in a position at UHL. He stated, “UHL has abundant resources to encourage interdisciplinary collaboration and research related to social equity issues.” A majority of respondents confirmed that UHL’s leadership not only encourages a collaborative culture but also ensures that collaborative initiatives are appropriately funded. Cultural Setting Cultural settings are defined as the visible, concrete manifestations of cultural models, beliefs, and attitudes that are generally visible within an organization (Gallimore & Goldenberg, 2001; Schein, 2017). To efficiently carry out its mission, an organization must align its communication, policies, and procedures (Clark & Estes, 2008; Schein, 2017). Respondents identified that UHL needs a cultural setting that provides and supports a systematic and comprehensive mentoring program for its Black male faculty. As discussed in Chapter Two, research indicates that mentoring benefits students and faculty (Alger, 2000; Mata et al., 2022). A cultural setting that supports a systematic Black male faculty mentoring program could improve their persistence, motivation, and retention (Alger, 2000; Gasman et al., 2015; Zambrana et al., 2015). 75 Theme 1: The Cultural Need for Directed Mentoring UHL is a post-secondary institution that has a predominantly White culture that has been intact since its inception. According to Dittmer (2017), due to this White culture foundation, a PWI such as UHL is not inherently equipped to support BIPOC faculty, let alone Black male faculty. To ensure equitable treatment of its Black male faculty, UHL must ensure policies are in place to support their success. Establishing the requirement for a directed mentoring program for Black male faculty is one initiative that could assist in addressing systemic cultural support needs at UHL. When research respondents were asked if UHL offered them an effective mentoring program, responses ranged from Mike’s comment, “I’ve heard we have a mentoring program,” to Harold’s reply, “I have identified and connected with my mentor on a regular schedule.” Even though responses were mixed, there was one overwhelming consensus among respondents. They confirmed that having a relatable mentor would benefit their career success at UHL. When asked about the importance of having a relatable mentor, Jared said: Having a mentor is essential to understanding and identifying support for the traditional ways of being a faculty member at this institution. It is critical to understanding and navigating the culture. So, mentorship has been and is essential to my success. UHL has launched an ongoing development program for select newly hired, tenure-track, underrepresented faculty. Participants are provided access to essential administrators and influential decision-makers with the expectation of establishing beneficial relationships. After initial introductions, it is incumbent on the cohort participants to forge a continuing relationship with potential mentors. According to participants, the faculty development program achieves its 76 goal of acclimating cohort participants to the university. Owen shared his positive experience with the new employee development program by stating: I participated in a cohort program for underrepresented faculty run through the president's office and the board of regents. Meeting with university leaders, senior faculty, and community leaders with periodic follow-up sessions was great. The biggest thing I got from these sessions was meeting and connecting with other Black faculty and realizing I was not the only one. The faculty development program has successfully fostered beneficial introductions between new tenure-track Black male faculty and institutional leaders. One respondent shared that when he encountered a difficult problem, he sought guidance from one of the senior leaders he connected with during his time in the development program. Instead of dealing with the situation alone or leaving the university, he took this opportunity to leverage his relationship with the senior leader to resolve his issue. The ability to establish relationships such as this will make the difference between the success or failure of Black male faculty at PWIs like UHL. Theme 2: The Cultural Need for Dedicated Mentoring A dedicated mentoring program for Black male faculty is needed when UHL’s one-year tenure-track faculty development program concludes. According to Alger (2000) and Mata et al. (2022), there should be ongoing, intentional, structured mentoring and advising opportunities between senior Black and junior-level Black faculty. These interactions can improve Black male faculty well-being and retention at PWIs (Gasman et al., 2015). Eight respondents confirmed the need for a dedicated, comprehensive mentoring program at UHL. Statements in support of a dedicated mentoring program were, “There needs to be more intentionality when it comes to establishing and sustaining a mentoring program for Black faculty” and “UHL needs to be 77 intentional about making sure that when they bring Black male faculty in that, there are dedicated mentoring opportunities available to them.” David shared his thoughts on how a mentoring program to support his needs should be structured, “The program would have an official emphasis on my growth and development, with checks and balances to ensure that I have what I need to be successful.” Based on multiple respondents’ comments, the objective of UHL’s dedicated mentoring program should be to ensure that Black male faculty’s needs and requests are met to help them succeed. Respondents shared that an effective mentoring program could benefit them in successfully identifying, interpreting, and navigating the unwritten rules of engagement at a large PWI such as UHL. Jared shared his thoughts about maneuvering in a cultural setting that is not inherently equipped to support Black male faculty success. He commented, “It’s important to know where one is, and it’s important to know the context of this university. Having a mentor to help develop and implement an effective strategy can be pivotal to career success.” Respondents noted that when it comes to the specific realities of being a Black male in academia, there is a lack of availability and access to senior-level Black male faculty, especially at a large PWI like UHL. Robert shared, “It is rare to have a Black male mentor unless you're recruited explicitly by a Black faculty member who has agreed to serve as your mentor.” Furthermore, Carter believes that “newly hired Black male faculty without access to high-quality mentorship at a PWI can be at a disadvantage when compared to their White counterparts.” The goal of a dedicated mentoring program for Black male faculty is to provide them with the guidance, knowledge, and skills to successfully navigate their PWI's unwritten norms, expectations, and customs, thus granting them access to the institution’s hidden curriculum. 78 Discussion for Research Question 3 Study findings resulted in one organizational asset and one need for implementing a systematic process to ensure the success of Black male faculty at UHL. Most respondents confirmed that the university has a culture that seeks to value and promote the inclusion of its Black male faculty. This inclusion extends to their pedagogies, research interests, and service endeavors. Respondent Owen mentioned that UHL’s supportive environment has contributed to his remaining at the university in pursuit of his long-term career aspirations. Concerning cultural needs, an overwhelming majority of respondents confirmed that UHL needs to provide a more comprehensive, systemic mentoring program for Black male faculty. Launching UHL’s tenure track and faculty development program is a significant step in the right direction for creating opportunities to initiate ongoing mentor relationships. However, challenges remain with achieving a comprehensive and sustainable mentoring program that addresses the needs of Black male faculty across multiple disciplines and locations throughout the university. Summary This study sought to understand the needs in supporting the success of Black male faculty at UHL. Study findings were consistent with themes identified in the literature related to commonalities among PWIs regarding challenges faced by their Black male faculty. The study reviewed common and unique perspectives, opinions, and experiences of a sampling of Black male faculty from a representative large PWI in the Western United States. The study assumed six influences that affect a PWI’s (i.e., UHL’s) ability to ensure the success of its Black male faculty. The study identified and validated two knowledge, two motivation, and two organizational influences. Table 8 summarizes the types of influences and 79 which influences were confirmed as assets and which remain as needs. No emerging needs were identified. Table 8 Summary of Assessed Knowledge, Motivation, and Organizational Needs Framework Concept Influence Finding Knowledge Influence: Factual Need Black male faculty need access to unwritten rules/expectations Knowledge Influence: Procedural Need Black male faculty need to know how to protect their time Motivational Influence: Self-Efficacy Asset Black male faculty feel confident they can be successful at UHL Motivational Influence: Interest & Utility Asset Black male faculty feel there is value in pursuing a career at UHL Organizational Influence: Cultural Model Asset UHL values and promotes the inclusion of its Black male faculty’s pedagogies and research interests. Organizational Influence: Cultural Setting Need UHL needs to improve mentoring opportunities for its Black male faculty Black male faculty members understand what is expected of them based on their selected career track but face challenges protecting their time. Respondents confirmed that UHL provides the details and expectations of each faculty member’s job requirements in their employment contract and through 1:1 communication. The challenge for Black male faculty is gaining access to the unwritten expectations and rules of engagement that are often not communicated. Black male faculty are often unaware of seemingly unimportant codes and habits until something goes wrong. According to Matthew (2016), when Black faculty encounter missteps, the assumption is 80 that the person of color is incompetent, lazy, or lying. This inaccurate perception of Black faculty members can hinder their ability to succeed at a PWI. Black male faculty also face challenges acquiring the institutional support to protect their time. Cooke and Odejimi (2021) support the finding that Black faculty members often report feeling pressured into accepting inequitable levels of service commitments despite the lack of time and compensation. This pressure is due to cultural expectations and department power dynamics. Respondents confirmed that having a modest teaching schedule and a reduced advising load in the initial stages of their careers would benefit their long-term success. This systemic inequity of time protection often results in Black male faculty feeling burned out and underappreciated, thus adversely impacting their ability to focus on teaching and research responsibilities (Cooke & Odejimi, 2021; Matthew, 2016). Study participants were motivated by their perceived value in pursuing a career at UHL. Most respondents shared that they were confident they could succeed at UHL due to the university’s ability to support and fund their unique teaching and research interests. Because Black faculty research is often related to diversity and inclusion topics, it is less likely to be financed than their White counterparts’ research (Ginther & Hayes, 2003). Furthermore, UHL’s support of social justice and equitable community outreach initiatives were factors that Black male faculty noted as adding utility to their pursuit of a career at the university. Finally, respondents were motivated by the opportunity to break down barriers at UHL that might inhibit the success of future Black faculty and Black students. UHL’s ability to ensure Black male faculty were supported from an organizational perspective was met with mixed responses. From a cultural model perspective, UHL leadership is committed to achieving an anti-racist organization that promotes equitable teaching, research, 81 and service initiatives. The university has programs through the provost's office to support diverse and underrepresented faculty recruitment, retention, development, and advancement. These initiatives set the tone for how its BIPOC faculty perceive UHL. The perception of a majority of study respondents was that UHL is an institution that values and promotes the inclusion of diverse individuals who look like them. From a cultural setting perspective, UHL represents a typical large PWI that can be overwhelming and unwelcoming to Black male faculty. Navigating unwritten rules of engagement is challenging for Black male faculty at UHL. Several respondents shared they most likely could have avoided some of their early career missteps if they had better insights into the unwritten rules of engagement within their departments. UHL has established an onboarding program to assist underrepresented faculty in transitioning into their new roles with the expectation that institutional customs and norms are shared during a one-year acclamation period. The remaining need is supporting underrepresented faculty not on a tenure track or part of the onboarding initiative. Thus, a dedicated mentoring program is needed to benefit all underrepresented faculty, especially Black males, at UHL. Study participants shared their belief that an ongoing structured mentoring program for Black male faculty could help close the organizational support need related to sharing unwritten rules and expectations. The concern if mentoring support is not established is that Black male faculty are likely to either suffer in silence or, more likely, they will leave UHL without fulfilling their career objectives. 82 Chapter Five: Discussion This chapter presents recommendations based on interview findings and supported by the literature. The chapter begins with a recap of study findings, how the results align with the literature and conceptual framework, and how the findings relate to Black male faculty’s lack of success at a prototypical large PWI. Recommendations were derived from specific results associated with research participants’ responses. A discussion of study limitations and delimitations addresses methodology and study design constraints. Recommendations for future research were derived from either unaddressed or newly discovered topics during the research process. Lastly, the conclusion offers a synthesis of study findings and the importance of addressing this problem of practice. Findings This study sought to identify emerging themes and confirm themes identified in the literature review. Findings were developed from the themes, linked to the literature, and served as the foundation for recommendations. The following discussion lists the critical organizational needs and assets identified by the findings. Recommendations will follow this section. Access to Unwritten Rules: Organizational Need As expected, access to and knowledge of the unwritten rules of engagement in academia are critical to the success of Black male faculty members. Research participants were able to articulate a detailed understanding of the primary success criteria for their chosen career track. They also confirmed a fundamental alignment of their career aspirations with their institution's mission before accepting an offer of employment. Challenges were encountered when Black male faculty attempted to navigate the cultural norms associated with unwritten rules of 83 engagement within their disciplines and departments. The lack of access to unwritten rules was identified as a knowledge need at UHL. Participants shared instances of not adhering to unknown and seemingly unimportant codes and habits until incidents were brought to their attention. The literature proposes that faculty of color often face two diametrically opposing success criteria: those made explicit in handbooks, faculty orientations, and union contracts and implicit requirements that operate beneath the surface (Matthew, 2016; Rollock, 2012; Turner et al., 2008). Black male faculty are disproportionally affected by the shifting requirements of unwritten rules often set by Whitetenured colleagues and administrators (Rollock, 2012). According to Matthew (2016), when Black faculty encounter missteps, the assumption is that the person of color is incompetent, lazy, or lying. Access to the unwritten rules of engagement can empower Black male faculty to navigate the complex landscape of higher education, foster professional growth, and contribute to creating more inclusive and equitable academic environments (Bayne & Dopico, 2020; Matthew, 2016; Rollock, 2012; Turner et al., 2008). Protection of Time: Organizational Need As expected, Black male faculty, like all faculty members, can experience numerous demands on their time, ranging from teaching and research responsibilities to committee work and community engagement. Knowing how to protect their time at a PWI can significantly increase a Black male faculty’s chances of persisting. The lack of support and training on how to protect their time was identified as a procedural knowledge need for Black male faculty at UHL. A majority of research participants confirmed institutional and cultural pressures were placed upon them to participate in DEI and social service activities that were not imposed upon their White counterparts. Interview participants shared that they were often asked to participate in 84 university diversity initiatives, recruitment activities, and community outreach engagements simply because of their ethnicity. Cooke and Odejimi (2021) and Ali (2009) state that the systemic inequity of power dynamics exists at PWIs that pressure Black faculty into accepting inequitable levels of service commitments despite the lack of time and compensation. Furthermore, research participants expressed an obligation to take on the burden of excessive counseling and mentoring activities because if they do not do it, then no one else will. This obligation is reinforced due to the disparity between Black faculty and Black student populations at most PWIs. The population disparity leads to Black student mentoring requests that overwhelm Black faculty availability (Brissett, 2020; Davis & Frey, 2019). Black male faculty could benefit from institutional support and policies that protect their time from overwhelming requests, leading to less burnout and improved well-being (Cooke & Odejimi, 2021; Matthew, 2016). Self-Efficacy and Utility-Value: Organizational Asset As expected, aligning career goals with their institution’s mission was vital to maintaining self-efficacy and interest, as confirmed by participants’ responses. This alignment allowed Black male faculty to focus on professional development opportunities that benefitted their personal growth as well as contributed to fulfilling UHL's mission. According to the literature, faculty members benefit from aligning their career goals with the mission and objectives of the institution in which they seek employment (Garcia, 2000; Reinero, 2019). Alignment helps to ensure that faculty will remain engaged and thrive in a collegiate environment that supports their career aspirations (Garcia, 2000; Reinero, 2019). Most of the research participants shared that working at UHL allowed them to conduct the type of ethnic community-based research that interested them. Several participants mentioned 85 that they moved across the country to accept their teaching positions at UHL, specifically due to an alignment of their teaching and research interests with the mission and vision of UHL. Most respondents shared they were confident they could succeed at UHL due to the university’s commitment to support and fund their unique pedagogies. Participants also valued the institution’s support of social justice and equitable community outreach initiatives, which aligned with many of their career aspirations. The benefits of Black male faculty aligning their career goals with UHL’s goals include personal and professional growth, increased persistence, and positive contributions to diversity, inclusion, and the institution's overall mission (Garcia, 2000; Reinero, 2019). Based on participants' responses, UHL can consider its ability to support Black male faculty's unique pedagogies, ethnic outreach, and research interest as a motivational asset. Relatable Mentors: Organizational Need The study confirmed the importance of Black male faculty connecting with and leveraging the lived experiences of relatable mentors. A relatable mentor who shares a similar cultural background can provide insights and guidance on navigating both cultural and institutional challenges faculty members may face (Alger, 2000; Cockrell et al., 1999; Cunningham, 1999; Gasman et al., 2015; Mata et al., 2022; Zambrana et al., 2015). This insight includes understanding unwritten rules, dealing with microaggressions, and addressing systemic barriers (Brightman, 2006; Fuller et al., 2008; Gasman et al., 2015). Study participants mentioned that due to the size of UHL’s campus, it could be overwhelming and unwelcoming to Black male faculty. Having a relatable mentor could have improved their acclamation to this unique environment. Furthermore, participants confirmed that navigating unwritten rules and avoiding missteps could have been avoided if they had received access to qualified, relatable 86 mentors. Literature supports the importance of Black faculty members connecting with mentors who understand their struggles specific to PWIs and the positive impact mentoring can have on their retention and persistence (Alger, 2000; Cockrell et al., 1999; Cunningham, 1999; Gasman et al., 2015; Mata et al., 2022; Zambrana et al., 2015). Study participants shared their belief that a structured mentoring program for Black male faculty could help to close this organizational support need. Research participants believe that connecting with a relatable mentor could provide them with a range of benefits, including support in navigating challenges, fostering professional development, building networks, and promoting a sense of belonging within the academic community. If a dedicated and sustained Black male faculty mentoring program is not established by UHL, Black male faculty will suffer in silence or quit without fulfilling their career objectives. Recommendations for Practice This study provides recommendations for UHL to assist in developing a process of ensuring the success of its Black male faculty. Recommendations are driven by an alignment between literature and study findings that assessed the knowledge, motivation, and organizational influences necessary for Black male faculty to succeed at a Predominantly White Institution. Successful implementation of recommendations will depend on the PWI's ability to establish retention strategies that recognize and support Black male faculty's unique experiences and pedagogies. The PWI must also strive to create supportive communities, implement dedicated mentoring programs, and actively engage in dialogue about systemic barriers, which will foster an inclusive and collaborative culture. The Clark and Estes’ (2008) gap analysis framework was used to guide the evaluation of critical knowledge, motivation, and organizational factors. This framework is appropriate for 87 examining the problem of Black male faculty success at a PWI because it places the responsibility on the university instead of on the impacted faculty. Recommendations will leverage existing DEI and BIPOC initiatives in progress at UHL. The following recommendations are presented in the order in which the findings were discussed. A summary of recommendations can be found in Table 9 after the recommendations section. Recommendation 1: Implement Cultural Competency Training to Address Unwritten Rules of Engagement To address Black male faculty's lack of access to unwritten rules, UHL must take the lead in recognizing and addressing institutional biases related to implicit cultural norms and expectations. Identifying and addressing biases that impact Black faculty's ability to navigate their environment will encourage fair and equitable treatment for all faculty members, thus creating a more inclusive and supportive environment (Hendrix, 1998; Leonardo, 2013). As biases are addressed, expectations should be transparent by making implicit rules more explicit (Hendrix, 1998; Leonardo, 2013). It should not be assumed that all faculty know historical or traditional norms at a given institution (Hendrix, 1998; Leonardo, 2013). Leonardo (2013) and Shepherd (2019) suggest that cultural competency workshops and training sessions should be conducted to raise awareness among all faculty and the broader academic community concerning unwritten norms and biases at a PWI such as UHL. Sponsoring workshops and training sessions will foster an environment where unwritten and unspoken norms are unveiled and understood by impacted faculty (Leonardo, 2013; Shepherd, 2019). As workshops and training are developed and executed, obtaining and including feedback from Black male faculty will be crucial to the initiative's effectiveness. Black male faculty feedback will help ensure their perspectives are considered when implementing, improving, and maintaining effective training mitigations. 88 In conjunction with workshops and training, UHL should continue to encourage and foster the creation of networking and affinity groups for Black male faculty, where they can share experiences, discuss challenges, and provide mutual support in navigating unwritten rules. Networking creates formal and informal opportunities for Black male faculty to gain insights into unwritten rules and access to cross-cultural faculty support (Muijs et al., 2011; Trust et al., 2017). The university should encourage and support the progression of Black male faculty into leadership roles and administrative positions within the institution to help influence and shape an academic culture that seeks to eradicate unwritten rules. Furthermore, UHL should consider establishing a cultural sensitivity ombudsperson. Appointing a cultural sensitivity ombudsperson can serve as a confidential resource for Black faculty to report concerns related to unwritten rules and biases, enabling improvements to cultural awareness training and organizational policy changes. By actively implementing the suggested recommendations, UHL can work to mitigate the challenges Black male faculty face in understanding and navigating unwritten rules of engagement. The proposed recommendations will foster a more inclusive and supportive environment, allowing for improved persistence and success among Black male faculty. UHL must ensure that resources are available to support implementing the proposed recommendations. Support in the form of providing resources and funding to ensure that Black male faculty have access to opportunities that help them effectively navigate UHL’s academic landscape. Lastly, there must be regular feedback on how initiatives are progressing (Kirkpatrick & Kirkpatrick, 2016). UHL must establish feedback mechanisms for Black male faculty to share their experiences and challenges while navigating unwritten rules. Timely feedback can inform 89 institutional changes, support system improvements, and measure change effort progress from both a formative and summative perspective (Kirkpatrick & Kirkpatrick, 2016). Recommendation 2: Implement Policies to Support the Protection of Black Male Faculty’s Time To resolve the inequitable issue of protecting Black male faculty’s time, UHL must recognize and rectify disparities related to excessive service, counseling, and mentoring responsibilities imposed on Black faculty. Research participants shared that as Black male faculty, they are often recommended in support of anti-racism and cultural awareness initiatives that take time away from their teaching and research. According to Cooke and Odejimi (2021), Black faculty often feel pressured to accept service responsibilities due to power dynamics within their departments despite the lack of time and compensation. Participants would welcome university-sponsored policies, programs, advocates, and advisors to assist them with managing and protecting their time. As inequities related to protecting their time are mitigated through policy and resource changes, Black male faculty can focus on teaching and research instead of only service-related activities. UHL should consider adopting a mitigation strategy based on policies that limit BIPOC faculty mentoring, counseling, and service hours, which can allow Black male faculty to balance their commitments between teaching, research, and service demands systematically (Lin & Kennette, 2022). Transparency in existing institutional policies can assist with establishing methods to protect Black male faculty time and ensure equity in performance evaluations. UHL must ensure that workload, tenure, promotion, and assessment guidelines are transparent and applied consistently, reducing the risk of bias in promotion decisions (Lin & Kennette, 2022). The university must also provide institutional support, such as research grants, sabbaticals, and 90 protected research time, to promote the research productivity of unique Black faculty interests (Lin & Kennette, 2022). UHL should provide faculty advocacy and representation opportunities to its Black male faculty members. Encouraging the representation of Black faculty in decisionmaking bodies and committees can ensure advocation for equitable protection of time and support in policy development and adoption (Lin & Kennette, 2022). Finally, institutionalsponsored mentoring and counseling support can assist in guiding Black male faculty’s knowledge of how to protect their time (Gasman et al., 2015; Lin & Kennette, 2022). By implementing these recommendations, UHL can begin to address inequities related to Black male faculty’s ability to protect their time. Addressing this issue will create an environment where all faculty members, regardless of their racial background, can manage their professional commitments effectively while maintaining a healthy work-life balance. Because some inequities in BIPOC faculty service commitments are unavoidable, UHL’s leadership must acknowledge and celebrate these unique contributions, helping to ensure that these faculty members are appropriately recognized and compensated. UHL must establish feedback opportunities to collect information on the effectiveness of initiatives and policies designed to support the protection of Black male faculty time commitments. Establishing feedback mechanisms (i.e., evaluations) is critical to UHL’s effective implementation of ongoing improvements supporting Black male faculty’s ability to protect their time. Recommendation 3: Continue Alignment of Institutional Mission with Faculty Career Goals It is recommended that UHL continue with its current practices of ensuring the alignment of the university’s mission with the career goals of its BIPOC faculty. Maintaining goal alignment of the institution with its BIPOC faculty members can benefit Black male faculty in 91 enhanced professional development, increased job satisfaction, and improved advancement opportunities (Garcia, 2000; Harrington & Hunt, 2007; Reinero, 2019). Research participants shared that UHL communicated to them during the interview process the types of teaching, research, and service opportunities available at UHL. Furthermore, participants shared that UHL encouraged and arranged for them to meet with graduate students, potential co-workers, and influential university leaders to learn about the institution before an offer of employment was extended. Participants confirmed that UHL’s focus and support for community-based ethnic and racial issues were vital to their decision to accept a faculty position. Initiatives at UHL related to creating an anti-racist institution scored high with research respondents, especially in light of recent court rulings concerning affirmative action. Interview participants were encouraged that UHL continues to take a documented position advocating for an anti-racist campus despite current political conditions. Maintaining alignment of mission and goals between UHL and Black male faculty allows faculty members to focus on professional development opportunities that benefit personal growth and contribute to the institution's mission. This alignment can lead to targeted training and mentorship opportunities (Garcia, 2000; Reinero, 2019). Furthermore, when Black male faculty members see their personal and professional goals aligning with the broader goals of the institution, it can result in increased job satisfaction (Garcia, 2000; Harrington & Hunt, 2007; Reinero, 2019). According to Garcia (2000) and Lips-Wiersma and Wright (2012), a feeling that one's work contributes meaningfully to their institution's mission and vision can foster a positive work environment. Maintaining alignment of career goals with institutional goals strategically positions Black male faculty members for advancement (Garcia, 2000; Lips-Wiersma & Wright, 2012). This alignment allows faculty members to demonstrate their commitment to the 92 institution's success, making them more likely to be considered for leadership roles and career progression. When an institution’s DEI initiatives align with Black male faculty goals, it allows them to contribute to creating a more diverse and inclusive academic environment, fostering a sense of belonging for faculty and students (Garcia, 2000). The benefits of UHL maintaining alignment of its mission with the goals of its BIPOC (specifically Black male) faculty include personal and professional growth, increased job satisfaction, advancement opportunities, and positive contributions to diversity, inclusion, and the institution's overall mission (Garcia, 2000; Harrington & Hunt, 2007; Reinero, 2019). Furthermore, this alignment enables Black male faculty to contribute to shaping the institution's identity and impact on higher education. Institutional mission and BIPOC faculty goal alignment can have a lasting effect on the broader landscape of academia, fostering positive change and progress. Recommendation 4: Implement a Dedicated Mentoring Program to Support Black Male Faculty UHL is recommended to implement a dedicated mentorship program between senior- and junior-level Black male faculty to address the organizational need for Black male faculty mentoring. The recommended program initiates where the current BIPOC faculty onboarding program concludes. Research indicates that targeted mentoring with relatable mentors can aid with retention, avoid burnout, increase persistence, and positively influence the teaching effectiveness of BIPOC faculty (Brightman, 2006; Gasman et al., 2015; Zambrana et al., 2015). Research participants agreed that a systematic mentoring program emphasizing their growth and development would benefit their success, especially in an organization the size of UHL. Peer mentorship and support networks can be used with faculty mentoring to help build a sense of 93 community (King & Upadhyay, 2022; Williams et al., 2020). According to King and Upadhyay, peer mentoring can provide unique insights and support based on shared experiences. Support networks facilitate forming affinity groups where Black faculty can informally connect, share experiences, and provide peer mentorship, leading to increased persistence (Pittman, 2012; Whitford, 2020). Allocation of university resources and funding are required to support a dedicated mentorship initiative, such as organized mentorship events, workshops, and networking opportunities. Training for both mentors and mentees on best practices for effective mentoring and the challenges faced by Black male faculty is recommended (Fountain & Newcomer, 2016; Zellers et al., 2008). Awareness and sensitivity training can help create a more understanding and productive mentorship relationship (Fountain & Newcomer, 2016; Zellers et al., 2008). Furthermore, cultural competency workshops can be beneficial in encouraging mentors to develop cultural competence and awareness of their potential biases and microaggressions (Fountain & Newcomer, 2016; Zellers et al., 2008). UHL leadership must highlight the mentoring program's successes and faculty mentors' contributions to the initiative. Recognition can encourage more faculty members to get involved and help maintain current mentors' motivation (Fountain & Newcomer, 2016; Zellers et al., 2008). Finally, policies must be in place to ensure that diversity and inclusion statements explicitly support BIPOC mentorship initiatives. By undertaking a targeted mentoring initiative, UHL can work to address the lack of dedicated Black male faculty mentoring and create a more inclusive and supportive environment that benefits both the mentor and mentee. Establishing policies that mandate a Black male faculty mentoring program and a system to assess its effectiveness can assist in maintaining the sustainability of a dedicated and effective mentoring initiative. 94 Table 9 Summary of Recommendations Recommendations Related literature Example of need/asset UHL should implement cultural competency training to address unwritten rules of engagement. Hendrix, 1998; Leonardo, 2013; Muijs et al., 2011; Shepherd, 2019; Trust et al., 2017; “Knowledge of the unwritten rules could have saved me so much lost time in my career progression.” UHL should implement policies to protect Black male faculty members' time. Lin & Kennette, 2022; Whitford, 2020 “Relief from spotlighting would be greatly appreciated.” UHL should continue with its alignment of institutional mission and faculty career goals. Garcia, 2000; Hirshfield & Joseph 2012; Reinero, 2019; Lips-Wiersma & Wright, 2012; Bernal & Villalpando, 2002 “…many of us want to contribute to our field, and UHL allows us to accomplish that goal.” UHL should implement a dedicated mentoring program to support its Black male faculty. Brightman, 2006; Fountain & Newcomer, 2016; Gasman, et al., 2015; Zambrana et al., 2015; Zellers et al., 2008 “Having a mentor who looks like me would have been very beneficial to my ongoing success.” Limitations and Delimitations Research results were limited by qualitative interview responses from a sample group of Black male faculty at a targeted PWI. Findings were derived from the participants' lived experiences and perspectives. Limitations included the participants’ understanding of the interview questions and their truthfulness. Another limitation was that the study focused on only three research questions about knowledge, motivation, and organizational influences. The study was limited by the experience of the researcher and the time available for conducting interviews, analyzing the qualitative data, synthesizing the data into findings, and developing 95 recommendations. Because the participants constituted a purposive sample, it is difficult to ascertain whether or not the results are generalizable. The study was defined by its focus on the lived experiences of Black male faculty at one representative PWI in the Western United States. The university was selected based on its potential as a promising practice, convenience, and access to research candidates. The scope of the study is constrained by the delimitation choices of the researcher, including the criteria of the selected research participants and the scope of the interview questions. Due to this study's limited breadth and depth, recommendations should not be considered generalizable to all postsecondary PWIs. However, the results and recommendations may further the literature related to targeted areas of improvement for the success of Black male faculty at large PWIs in the United States. Implications for Practice Failing to address the retention of Black male faculty at PWIs carries significant implications for the post-secondary educational system and broader societal goals of diversity, equity, and inclusion. The absence of sustained efforts to retain Black male faculty members can perpetuate a lack of representation and diversity within the academic community, limiting diverse perspectives and student role models (Li & Koedel, 2017; Milem, 2003; Snowden, 2015). This deficiency may contribute to a less inclusive and supportive learning environment for all students, particularly those from underrepresented backgrounds (Antonio, 2002; Milem, 2003; Snowden, 2015; Umbach, 2006). Additionally, the loss of talented Black male faculty members may hinder an institution's ability to foster an inclusive culture and their ability to contribute to innovative teaching and research. Ultimately, the failure to prioritize the retention 96 of Black male faculty not only undermines the principles of equity and fairness but also weakens the educational experience and academic excellence of the impacted institution. Future Research Future research should explore how identity impacts the experiences and success of Black male faculty members at the post-secondary level at PWIs. Intersectionality, a concept pioneered by Kimberle Crenshaw, investigates the interconnected nature of social categories such as race, gender, and class and how they overlap to create unique and complex experiences of discrimination or privilege (Crenshaw, 2011). In the context of Black male faculty at a PWI, intersectionality emphasizes the need to understand the multifaceted dimensions of their identity. Black male faculty members may face challenges and opportunities shaped not only by their race but also by their gender within the academic environment. Factors like institutional culture, biases, and societal expectations can influence Black male faculty experiences, impacting career progression, workplace dynamics, retention, and overall well-being (Bell, 1995; Crenshaw, 2011; Delgado & Stefancic, 2023). Recognizing the intersectionality of identity is crucial for fostering inclusivity, ensuring persistence, and addressing the diverse needs of Black male faculty at PWIs. Additional research should focus on the health and well-being of Black male faculty at PWIs as it is a complex issue that involves a range of factors, including professional, social, and psychological dimensions (Gasman et al., 2015). According to Gasman et al., Black male faculty members at PWIs often navigate unique challenges related to systemic racism, microaggressions, and a lack of representation, which can impact their mental and emotional well-being. The pressure to serve as role models and address diversity issues within the institution can contribute to increased levels of stress for Black male faculty. Research indicates that fostering a supportive 97 and inclusive campus environment, promoting diversity initiatives, and providing resources for mental health support are crucial to enhancing the overall health and well-being of Black male faculty at PWIs (Gasman et al., 2015). Addressing these challenges can contribute to a more equitable and inclusive academic environment for all underrepresented faculty members. Salary and promotion equity for Black male faculty at PWIs should be investigated. Research and studies have consistently highlighted disparities in compensation, often revealing that Black male and female faculty members are paid less than their White counterparts (Blackshear & Hollis, 2021; Gibson, 2019). This wage gap is attributed to a combination of factors, including systemic racism, implicit bias, and limited representation at higher ranks (Blackshear & Hollis, 2021; Gibson, 2019). Efforts to address this issue involve advocating for transparent salary structures, implementing diversity and inclusion initiatives, and promoting equitable hiring (Li & Koedel, 2017). Finally, promotion practices and policies that ensure fair compensation for Black male faculty members are required to foster a more inclusive and diverse academic environment (Blackshear & Hollis, 2021; Ginther & Hayes, 2003; Perna, 2001). Conclusion This research study conducted a needs assessment of the knowledge, motivation, and organizational influences necessary for Black male faculty to succeed at a prototypical PWI in the Western United States. Addressing the success of Black male faculty at a PWI is a complex challenge that demands intentional and sustained efforts. To foster a more inclusive academic environment, an institution must prioritize diversity, equity, and inclusion initiatives (Flaherty, 2020). This involves increasing recruitment efforts and implementing retention strategies that recognize and address the unique experiences and challenges Black male faculty face. Creating a supportive community, promoting mentorship programs, and actively engaging in dialogue about 98 systemic barriers are crucial steps toward fostering an inclusive atmosphere that attracts and retains Black male faculty members. 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As a reminder, I am a doctoral student at USC, and today's interview is part of my dissertation work. As mentioned on the information sheet, I want you to know that I take confidentiality seriously. With your permission, I want to take notes throughout our conversation. Is that okay with you <wait for a response>? Upon completing the interview, I will immediately save and passwordprotect my notes in a folder on my computer. Additionally, I would appreciate your permission to record this interview to allow me to review your responses to ensure that I thoroughly and accurately capture your views and beliefs. The recorded transcript will be downloaded from Zoom and stored in a password-protected folder on my personal computer. Do I have your permission to record our conversation <wait for a response>? Thank you. You will be assigned a pseudonym so no replies can be associated with you. Because your participation is voluntary, if you decide you no longer want to participate in the study, you are welcome to stop. You are also welcome to skip any questions you prefer not to answer. This study explores the perceptions and experiences of Black male faculty, like you, at a Predominantly White Institution (PWI). I seek your insights and experiences to understand better your knowledge and motivation for pursuing a teaching and research career in higher education, as well as the types of guidance and support your university offers its Black faculty. Finally, if you could share any suggestions that may help improve the experiences of Black faculty at your university, that would be appreciated. I anticipate taking no more than one hour of your time to cover the questions I have for your consideration. Do you have any questions before we begin the interview <wait for response>? 124 Interview Questions Potential Probes RQ Key Concept Addressed 1a. Can you start by sharing your current faculty position and status with me? 1b. How long have you worked at this university? • Are you on a tenure track? • What attracted you to this university? • On which campus do you work? N/A N/A 2. Tell me about your understanding of Career/Tenure track requirements. • What factors, procedures, and processes ensure equal access to this information? RQ1 Factual knowledge 3. Tell me about a time, if ever, when you managed competing requests between teaching, research, and service commitments • What techniques (skills or resources) did you employ to find an optimal solution? • How successful do you feel you were? RQ1 Procedural knowledge 4. Can you share your process for knowing when and where to go for help if you are unsure of how to protect (i.e., allocate) your time? • How did you come to/develop this process? RQ1 Procedural knowledge 5. Can you briefly discuss your confidence in achieving your career aspirations at this university? • Can you share any past experiences that influenced your confidence? RQ2 Self-efficacy 6. What would be the most challenging aspects of achieving your career aspirations at this institution? • What experiences do you feel have influenced these thoughts? RQ2 Self-efficacy 7a. Why do you feel you can succeed at this institution? 7b. How important is it that your personal career goals align with your institution’s vision and mission? • How do you ensure alignment of your career goals and institutional mission objectives? RQ2 Expectancyvalue 125 8. In your opinion, what things does your organization seem to value most about its culture or climate? • How can you tell? • What does collaboration look like in your department? • What does success look like in your department? RQ3 Organizational culture 9. Tell me about the level of importance you feel your organization places on hiring faculty from varied cultural backgrounds • How does your organization show its support of alternate pedagogies? RQ3 Organizational culture 10. In your opinion, describe your organization’s commitment to inclusive practices for Black faculty. • How do you know? • What could be improved or is working well? RQ3 Organizational culture 11. How does leadership show its support for initiatives to improve conditions for Black faculty success? • What do you think is missing in this show of support, if anything? RQ3 Leadership 12. Closing - Do you want to share anything else about your experiences at UHL? N/A N/A Conclusion to the Interview: That was my final interview question. Thank you for your time and invaluable input. This was enlightening, and I appreciate you sharing your perceptions, views, opinions, and experiences. I may be reaching out to share portions of my dissertation to ensure I accurately captured your words and thoughts. Additionally, would you mind if I send a follow-up email if I have any additional questions? Do you have any questions for me <wait for a response>? Again, thank you for your time, and I hope you enjoy the rest of your day. Goodbye. 126 Appendix B: Information Sheet for Exempt Research University of Southern California Rossier School of Education Waite Phillips Hall, 3460 Trousdale Pkwy Los Angeles, CA 90089 INFORMATION SHEET FOR EXEMPT RESEARCH STUDY TITLE: Factors Influencing the Success of Black Male Faculty at Post-Secondary Institutions PRINCIPAL INVESTIGATOR: Henry Sanders FACULTY ADVISOR: Maria Ott, PhD, Professor You are invited to participate in a research study. Your participation is voluntary. This document explains information about this study. You should ask questions about anything that is unclear to you. PURPOSE The purpose of this study is to identify and understand the knowledge, motivation, and organizational factors critical to the success of Black male faculty members in achieving their career goals at a post-secondary institution. Furthermore, the study hopes to obtain insights and make recommendations to post-secondary institutions about their potential role in supporting the success of their Black male faculty. You are invited as a possible participant if you: • Identify as a Black male faculty currently employed by UHL (a pseudonym). • You are a full-time faculty member and have been employed by the UHL (a pseudonym) for at least six months •You are at least 21 years old and have 1hr to dedicate to completing a 1:1 confidential interview PARTICIPANT INVOLVEMENT If you decide to participate, you will be asked to participate in a one-hour interview conducted over Zoom. You have the right to decline to answer some interview questions or discontinue participation in the study at any time during the interview process. You may be contacted after the interview has ended if clarification is needed. Audio recording and transcription will be used to ensure the accuracy of your responses. You may decline to be 127 recorded and continue participating if you agree to allow notes to be taken during your interview. Participation is voluntary; there is no obligation to participate, personal identifying information will not be collected as part of the study, and a random number will be assigned to interviewees for data tracking purposes. CONFIDENTIALITY The members of the research team and the University of Southern California Institutional Review Board (IRB) may access the data. The IRB reviews and monitors research studies to protect the rights and welfare of research subjects. Your responses will be kept confidential. You will be given a pseudonym, and your answers will not be identifiable. The recording and transcript will be saved in a private Zoom account with strong passwords on a personal computer. You have a right to review and edit the interview transcripts. All data collected will be destroyed promptly after analysis after the study. INVESTIGATOR CONTACT INFORMATION If you have any questions about this study, don't hesitate to contact Henry Sanders at hcsander@usc.edu or Maria Ott, PhD at mariaott@rossier.usc.edu. IRB CONTACT INFORMATION If you have any questions about your rights as a research participant, don't hesitate to contact the University of Southern California Institutional Review Board at (323) 442-0114 or email irb@usc.edu. Version Date: 21Apr2023 Page 127 of 137 USC IRB Information Sheet Template Version Date: 07/27/2019

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Asset Metadata

Creator Sanders, Henry C. (author)

Core Title Factors influencing the success of Black male faculty at a Predominantly White Institution

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2024-05

Publication Date 01/25/2024

Defense Date 01/22/2024

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

Tag BIPOC,Black male,Black male faculty,critical race theory,cultural tax,faculty,HBCU,hidden curriculum,mentoring,pedagogy,post-secondary education,predominantly White institutions,PWI,PWU,spot lighting,teaching,tenure,underrepresented,unwritten rules

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ott, Maria G. (committee chair), Datta, Monique Claire (committee member), Krop, Cathy (committee member)

Creator Email hcsander@usc.edu,henrychristophersanders@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113814342

Unique identifier UC113814342

Identifier etd-SandersHen-12631.pdf (filename)

Legacy Identifier etd-SandersHen-12631

Document Type Dissertation

Format theses (aat)

Rights Sanders, Henry C.

Internet Media Type application/pdf

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Source 20240130-usctheses-batch-1123 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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