Date

5-23-2025

Department

School of Education

Degree

Doctor of Philosophy in Higher Education Administration (PhD)

Chair

Denise Nixon

Keywords

Accreditation Board of Engineering and Technology (ABET), Critical Race Theory (CRT), Gender, Equality, and Diversity Inclusion (GEDI), Historically Black Colleges and Universities (HBCUs), Institutional Review Board (IRB), Predominately White Institutions (PWI), Higher Education, African American, Black, White

Disciplines

Educational Leadership

Abstract

This hermeneutic phenomenological study explored the retention rates of African-American faculty in community colleges in the Northeast Region of the United States, highlighting their unique experiences and the factors influencing their professional lives. The theoretical framework for this study was the critical race theory (CRT), which is a post-Civil Rights social philosophy, legal theory, and technique for dealing with racism and our rapidly changing society. The central research question was: What are the professional and academic experiences of African-American community college faculty? The three research sub questions were: (1) How do the professional and academic experiences of African-American community college faculty influence their retention rates, (2) What influence do mentor programs have on retention of African-American faculty members at community colleges, and (3) Which institutional support structures and inclusive practices best examine African- American faculty retention at community colleges? Data were collected through semi-structured interviews, surveys, and artifacts. Braun and Clarke’s (2019) thematic analysis framework was used. This method was chosen for its flexibility, allowing the researcher to address the diverse challenges faced by faculty members. Three key themes identified include the successes and professional experiences of African-American faculty, supervisors, colleagues, and students’ perceptions of African-American faculty role, and institutional influence and faculty experiences. The study revealed that despite facing systemic barriers, many faculty members are motivated to uplift marginalized communities through innovative programs. Overall, this study provides valuable insights into the professional lives of African-American faculty, highlighting both their achievements and the challenges they confront in their academic environments.

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