THE ROLE OF RACE AND GENDER IN THE MENTORING EXPERIENCES AND CAREER SUCCESS OF AFRICAN AMERICAN FEMALE SENIOR EXECUTIVE ADMINISTRATORS IN HIGHER EDUCATION

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Taffye Benson Clayton (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: From 1995 to 2005 education doctoral degrees conferred to African American females increased by 92%, however the increase in availability among this population for higher education administrator positions has not kept pace with the growth of African American female higher education doctoral graduates (Ryu, 2008). Such data have spurred inquiry regarding "double jeopardy" or the impact of race and gender bias on career success attainment among African American female administrators in higher education (Beale, 1979). These realities suggest the need for examining upward mobility barriers that may exist for African American female administrators in higher education, particularly barriers that may impede this profile of administrator from reaching the senior most levels of administration in higher education.   Mentoring is a practice identified by African American female professionals in corporate and higher education as a factor that contributes positively to career advancement and satisfaction (Catalyst, 2004) and access to mentoring is said to be the single most important reason why men tend to rise higher than women (Catalyst, 2001).   This study examines African American female senior executive administrators in higher education and their primary mentors relationships and explores: (1) career and psychosocial mentoring functions, (2) race and gender influence in mentoring, (3) relationship initiation (mentor initiated, protégé initiated or mutually or naturally occurring) (4) perceptions regarding benefits from informal as compared to formal mentoring relationships, (5) the importance of multiple mentoring relationships or mentoring constellations (6) the critical career stages for mentoring for the protégé to gain maximum benefit and (7) the perceptions of the mentor regarding the mentoring relationship. The historical backdrop used to contextualize the study explores the political and social context and precursors to an increased presence of African American female professionals in the labor force. One of the appendices section discusses the impact of the civil rights movement and the advent of affirmative action. This appendix is included to establish an understanding of the public policy and societal infrastructure which allowed the introduction of women and minorities into a formerly prohibited employment arena.  

Additional Information

Publication

Dissertation

Language: English

Date: 2009

Keywords

Education, Administration, Education, Higher, african american administrators, women administrators, minority administrators, female senior administrators

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