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Transition from a teaching institution to a research institution: An African American female perspective

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Abstract

According to Mooney (1993), the proportion of tenured faculty has shrunk as the overall size of the professoriate has expanded. However, this expansion has not included African American and other faculty of color. Professional and personal isolation, lack of supportive collegiality, and unique challenges in establishing research records are among factors contributing to the shortage of African Americans initiated and accepted into the professoriate (Bowen & Schuster, 1986; Lopez, 1991; Sorcinelli & Billings, 1992). Consequently, the revolving door syndrome experienced by many faculty of color (Blackwell, 1988) is sustained by such factors. Additionally, according to Lagowski (1992) “the requirements of a research culture are basically incompatible with the demands of undergraduate teaching” (p. 42). This paper provides a review of the status of African American females in academe, describes career success at teaching and research institutions, presents dynamics of transition from teaching to research institutions, and offers coping strategies useful during transition.

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Authors
  1. Myra N. Womble
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Myra Womble is an assistant professor of business education in the Department of Occupational Studies at the University of Georgia. She received her B.S. in Business Education; her M.A. in Vocational Education; and her Ed.D. in Training and Development. Dr. Womble's most recent research activities include examining career development and school-to-work transition issues relative to students economically, socially, and academically at-risk.

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Womble, M.N. Transition from a teaching institution to a research institution: An African American female perspective. Innov High Educ 19, 241–254 (1995). https://doi.org/10.1007/BF01228157

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