Date Approved

3-28-2017

Embargo Period

4-3-2017

Document Type

Dissertation

Degree Name

EdD Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Coaxum, James

Second Advisor

Ingram, Ted

Third Advisor

Rios, Hector

Subject(s)

Universities and colleges--Faculty--African Americans; Universities and colleges--Faculty--Hispanic Americans

Disciplines

Higher Education

Abstract

This study explores the lived experiences of male faculty of color (African American and Latino American) at Upstate University, a predominately White, private, liberal arts institution (PWI). To gain a better understanding of the lived experiences of male faculty of color, a group that has traditionally been underrepresented and marginalized in academia, the conceptual framework for this study will be guided by Gloria Ladson-Billings' (1995) Critical Race Theory (CRT). Specifically, the component of counter-storytelling was incorporated into the study. A qualitative phenomenological study was designed to dig deep into the research while constantly bracketing to capture the reality or true lived experiences of the participants (Collins, 2000; Creswell, 2007; Van Manen, 1990). Interviews were conducted with 15 full-time tenured (associate and full professor) faculty in Phase I and Phase II, via focus groups and individual interviews that responded to a questionnaire about their lived experiences at Upstate University. The findings of this study revealed that the experiences of male faculty of color at Upstate University are both rewarding and challenging. The stories that participants told revealed a number of challenges in the lived experience of male faculty of color, revolving around issues of sense of belonging, lack of visible diversity with the academia and community, the negative impacts of race relations, the taxation of men of color within professoriate, and the great value of mentorship of male faculty of color at Upstate University.

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