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dc.contributor.authorThomas, Alvetta Peterman
dc.date.accessioned2014-03-03T21:21:09Z
dc.date.available2014-03-03T21:21:09Z
dc.date.issued2004-05
dc.identifier.otherthomas_alvetta_p_200405_edd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/thomas_alvetta_p_200405_edd
dc.identifier.urihttp://hdl.handle.net/10724/21695
dc.description.abstractThis is research is a qualitative case study of African American women executive leaders in two-year colleges. Five African American women directors of instruction from a two-year college system in the southeastern United States were interviewed to examine factors that contributed to their career succession experiences. The findings of this study indicate three conclusions about the career succession experiences of African American women executive leaders in two-year colleges. First, racism and sexism were evident throughout every facet of their career succession experience. Because these phenomena are so ingrained in the fabric of our society, they may go unnoticed by perpetrators and victims. Thus, the women in this study turned their energy to coping with them rather than discussing and acknowledging them. Second, career succession experiences were leveraged by institutional and professional factors such as supervisory and institutional support for education and career development, mentoring, and restricted network opportunities. Third, personal factors such as family motivation and role models, drive and determination, and desire to make a difference shaped their career succession experiences. Literature on two-year colleges is filled with cautions about a pending leadership crisis. This impending leadership crisis presents an excellent opportunity to recruit and train the untapped human resource, African American women, for future two-year college leadership. Two-year colleges have historically catered to diverse student populations. However, they have fallen short in promoting African Americans to executive leadership positions. Now is the time for two-year colleges to fully embrace diversity. They should: 1) engage in open dialogue to bring manifestations of institutional racism and sexism to the forefront; 2) develop formal and informal programs to attract more African American women for two-year college leadership opportunities and to support current African American women executive leaders; 3) critically examine their recruitment and promotion procedures to eliminate practices that limit consideration of African American women; and 4) make a concerted effort to encourage leadership opportunities to African Americans beyond urban colleges with large African American student populations.
dc.languageeng
dc.publisheruga
dc.rightsOn Campus Only
dc.subjectCareer development
dc.subjectAfrican American women\'s career development
dc.subjectWomen\'s career development
dc.subjectCommunity and technical college leadership
dc.titleFactors contributing to the career succession of African American women executive leaders in community and technical colleges
dc.typeDissertation
dc.description.degreeEdD
dc.description.departmentAdult Education
dc.description.majorAdult Education
dc.description.advisorJuanita Johnson-Bailey
dc.description.committeeJuanita Johnson-Bailey
dc.description.committeeLaura Bierema
dc.description.committeeRonald Cervero
dc.description.committeeTalmadge Guy
dc.description.committeeHelen Hall


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