Motivations and Paths to Becoming Faculty at Minority Serving Institutions

Education Sciences

Daniel Blake¹ 

[1] Graduate School of Education, University of Pennsylvania, 3819 Chestnut Street, St. Leonard’s Court, Suite 140, Philadelphia, PA 19104, USA;

关键词: faculty diversity;    Minority Serving Institutions;    HBCUs;    social cognitive career theory;    academic career choice;   

DOI  :  10.3390/educsci8010030

来源: DOAJ

【 摘 要 】

Drawing upon 15 qualitative interviews with early- to mid-career faculty (seven men and eight women) at Minority Serving Institutions (MSIs), this study examines the diverse motivations and paths those faculty members have taken to becoming professors at their respective institutions. The faculty come from a range of MSIs (Historically Black Colleges and Universities, Hispanic Serving Institutions, Asian American and Native American Pacific Islander Serving Institutions, and Predominantly Black Institutions) across the country and represent a broad spectrum of disciplines. This study sheds light on factors that guide their choices of discipline and entrance into the faculty ranks at MSIs. Social cognitive career theory (SCCT) was used as a lens during qualitative coding and analysis in order to develop the findings, which reveal that (1) teaching, activism, and community uplift were primary motivators to enter the professoriate; (2) supportive environmental factors, including single individuals, proved pivotal in influencing faculty to take these roles; and (3) career transitions into the academy were spurred by learning experiences that revealed disciplinary and teaching interests. The findings suggest that MSIs attract community-oriented individuals to their faculty positions, and that colleges and universities interested in diversifying their faculties should craft such roles in ways that are appealing to the populations that they are trying to recruit and retain.

【 授权许可】

Unknown