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The Lived Experiences of African American Women in Predominantly White Higher Education Institutions in Texas and Their Journey to Advancement to Tenure
Full text linkAbstract
African American women are underrepresented in predominantly White higher education institutions in Texas. Inconsistent treatment and policies have contributed to the disparate numbers of African American women in predominately White institutions. African American women are subjected to discrimination based on race, sex, and color. The problem investigated in this study was the barriers to African American tenure-seeking women in predominately White institutions. Barriers discussed in those interviews were discrimination, equity, inclusion, lack of support systems, organizational culture and relationships, and mentors. Six African American women in PWIs in Texas were interviewed to give a voice to the barriers experienced in their journey to attain tenure. The researcher held interviews through Zoom and identified codes and themes based on the barriers discussed. This research added to the current literature to better understand the obstacles that African American women experience. Conclusions were the following: (a) African American tenure-seeking women were treated in a different manner than their non-African American counterparts by lack of support, which led to discrimination; (b) African American women were not provided mentors or shepherds to assist them in development or completing applications for tenured positions, which hindered their ability to gain tenure; (c) this group experienced a lack of equity and inclusion; and (d) these women were subjected to discriminatory practices in hiring and promotions. Predominately White institutions should provide diversity, equity, and inclusion training to committees within the universities to increase diversity, which is in line with Texas Senate Bill 17. Until committees and administration understand the plight of African American women, no change can occur
Advisor Satisfaction to Support Online Student Retention
Full text linkIn this dissertation, the researcher explored the relationship between satisfaction with academic advising and online student retention. Online student retention is a critical issue in the context of increasing competition for students in higher education institutions. The specific problem was that online students have lower retention rates, and the reasons students typically select online degree programs are also the reasons they drop out of their degree programs. The purpose was to identify whether students’ reported satisfaction with their advisors mediated the relationship between the existence of external personal life factors and retention. A quantitative nonexperimental causal-comparative and correlational research design utilized archival institutional data. The sample consisted of online students enrolled at a private nonprofit university in the southwestern United States. Survey responses and institutional retention records were analyzed to assess the correlation between satisfaction and retention outcomes. Key findings include that whereas advisor satisfaction did not correlate with retention in this context, personal life factors negatively correlated with retention. Institutions should consider looking beyond current satisfaction metrics to understand the complexities of student persistence. Recommendations include further exploration of the impact of academic advisors on student success and developing comprehensive support systems that address the diverse challenges faced by online learners. Future researchers should consider qualitative and longitudinal methodologies to further explore the dynamics of support services and retention
