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The purpose of this study was to explore and identify enablers and barriers contributing to African Americans' career advancement into administrative positions at PWIs of higher learning. The analysis yielded 23 emergent themes and eight overall themes regarding the enablers and barriers influencing the career advancement of African Americans at public two and four-year PWIs in Mississippi. The findings from the study suggest the creation of a state and national mentoring program in addition to hiring strategies aimed at growing the pipeline ofpotential African American administrators could lead to PWIs having a workforce that adequately represents its student population.
Keywords: Higher Ed Leadership, Diversity, Inclusion, Education Administration, African American Administrators
INTRODUCTION
Predominantly White Institutions (PWIs) of higher learning must employ knowledgeable and competent administrators in the ever-evolving environment of higher education (Bisbee, 2007; Turner & Grauerholz, 2017). With the increasing growth, in the United States, of racial and ethnic minorities' matriculation into college, PWIs of higher learning must pursue ways to diversify their administration to equip all students with the skills needed to live and compete in a global society (Creighton, 2007). Betts, Urias, Chavez, and Betts (2009) and Whittaker, Montgomery, and Acosta (2015) suggest the more diverse PWIs of higher learning faculty, staff, and student body become, the need to develop a more diverse pool of upper-level administrators to lead increases.
Reyes and Rios (2005) suggest many PWIs of higher learning do not have adequate African American representation to lead their institutions in curriculum development, mentoring, recruitment, and governance. However, Martin (2014) along with Perna, Gerald, Baum, and Milem (2007) attribute the modest representation of African American administrators and faculty members to systemic barriers impeding the recruitment, advancement, and tenure of African Americans at PWIs of higher learning. As society searches for ways to cultivate a culturally and socially sensitive environment that produces success for all people, educational institutions, especially PWIs, must understand the barriers African Americans encounter (Dockery, 2015).
According to Spearman and Harrison (2010), having someone of the same race and the same gender as a role model within the organization or institution is more influential than having someone of the opposite race or gender as a role model. Turrentine and Conely (2001) suggest students from all backgrounds benefit from faculty...