Date
2-28-2025
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Denise Nixon
Keywords
critical race theory, African American professors, southern universities
Disciplines
Education | Higher Education
Recommended Citation
Hames, Jeniaka Spencer, "Exploring the Lived Experiences of African American Professors in Predominantly White Universities in the Southern United States: A Phenomenological Research Design" (2025). Doctoral Dissertations and Projects. 6506.
https://digitalcommons.liberty.edu/doctoral/6506
Abstract
The purpose of this phenomenological study is to understand the personal and professional journeys of African American professors through consideration of the self-perceived challenges and opportunities encountered while employed at predominantly White southern universities. The theory guiding this study is critical race theory (CRT), which provides a framework for analyzing the racial dynamics in academic institutions. The central research question guiding this inquiry is: What are African American professors’ lived experiences in predominantly White universities in the Southern United States regarding their roles and responsibilities within academic institutions? The methodology involves a qualitative approach, utilizing semi-structured interviews with African American faculty members selected through purposive sampling to ensure diversity. The study reveals that African-American professors face various barriers, such as microaggressions, tokenism, and institutional obstacles. These findings call for the intentional promotion of equity, diversity, and inclusion in academic environments.
