Perceived factors that influence achievement of tenure for African American faculty at Virginia Polytechnic Institute and State University and Old Dominion University

Abstract

"I was sitting here trying to think if some of the comments that we are sitting here making were unique to blacks in the tenure and promotion process, and I think that for the most part they are. I was trying to figure out why, and one thing that came to mind was the level of fear or trust that we have in the system that tends to be dominated by white male mentality and thought. Whereas, our contemporaries who are not black are faced with a lot of similar types of concerns, I think they’re inclined to trust the system more in that they are not necessarily fearful of how this subjectivity or discussion will be turned against them, merely because of their color, because that is not an issue..."

This study was conducted to discover and explore perceived factors that influence the achievement of tenure for African American faculty at two predominantly white institutions. Data for this study were collected by conducting focus group interviews with African American faculty. A total of 22 faculty participated in one of four focus group interviews. Data were analyzed by the constant comparative and axial coding method of analysis.

The findings of this study indicate that progression towards tenure for African American faculty is related to how they experience the institutional environment and to structural factors related to the tenure process. Three major themes characterize their experience: (a) issues related to the traditional criteria for tenure, (b) value of tenure, and (c) interaction with the academic environment, that is, the institutional culture. The following are common threads underpinning the factors identified: (a) institutional fit, (b) double standards, (c) racism, (d) prejudicial attitudes and perceptions, and (e) trust and dishonesty.

The challenge to attain tenure, despite the obstacles are viewed by the participants in this study as an intrinsic motivation to stay and “play the game”.