This study investigated a little known topic: the experiences of working-class white male professors who have attained tenure. Academics who have immigrated from working-class backgrounds have reported experiences of navigating culturally confusing interactions within their professional settings, even years after their class migrations. Working-class white male tenured academics were selected for the present study in order to ascertain findings intended to contribute to understandings of their pre-tenure social class-related experiences and strategies they believed most significant for tenure attainment. Ethnographic research methods were employed in this study. Research questions guiding the study were: "What do first-generation white male college professors identify as the key factors which helped them achieve tenure?" and, "To what extent did their class background help or hinder the process?" The data analysis chapter divides participants' experiences into three themes: Theme 1 addresses some of the formal and informal social contexts of the tenure process. Themes 2 and 3 focus on the participants' psychological and social challenges and successes that were also part of the process. This study analyzed data regarding social contexts that participants believed were relevant to their tenure attainment. Participants experienced academic culture in ways connected to important issues of diversity and exclusion found in the literature on the experiences of other, more traditionally recognized marginalized groups in American higher education. Seemingly routine work-related events often transpired according to unwritten social rules informed by academic culture. Most participants reported significant cultural outsider experiences, although they also experienced culturally-based challenges to success, they gradually developed strategies v your incalculably precious, healing, and exquisitely inappropriate humor has been as vital as oxygen. Key individuals actively and caringly helped me at critical matriculation stages in my two decades (yes, traveling this foreign territory from first-year undergraduate to Ph.D. has taken me 20 hard years) through a number of higher education institutions and programs as a student, graduate student, tutor, and teacher. Each of you has helped me along my journey: Emmitt
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