Strategies for Doctoral Students Who Desire to Become Higher Education Faculty Members at Top Ranked Programs

Freeman, Sydney

doi:10.28945/2063

Cited by 5 publications

(6 citation statements)

References 35 publications

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“…Leverage the relationships cultivated during graduate school to collaborate and publish with other graduate students and be open to pursuing postdoctoral fellowships (Freeman, 2014).…”

Section: Discussionmentioning

confidence: 99%

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Homegrown scholars: A collaborative autoethnography on entering the professoriate, giving back, and coming home.

Reyes¹,

Carales²,

Sansone³

2021

Journal of Diversity in Higher Education

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In this collaborative autoethnography, 3 scholars of color, who were enrolled in the same doctoral program at a Hispanic Serving Institution located in South Texas between 2012 and 2017, engaged in systematic self-reflection through writing and dialogue to coconstruct meaning regarding the ways in which their interests in giving back through the professoriate intersected with their decisions to live and work in their hometowns. Conceptualizing giving back as an act of critical agency, transformational resistance, and active engagement in reciprocity, the authors identified five salient themes useful in understanding how their pathways to the professoriate also led them home. The author/participants began their academic careers in their home communities so that they could give back through broadly contributing to communal well-being, doing research responsibly, connecting with students who look like them, pushing back against the norms of the academy, and feeling grounded and supported. Findings provide valuable insight for institutions and administrators committed to recruiting, hiring, and supporting faculty of color. Author/participants also discuss useful strategies for graduate students of color to consider in their pursuit of a career in the academy.

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“…Leverage the relationships cultivated during graduate school to collaborate and publish with other graduate students and be open to pursuing postdoctoral fellowships (Freeman, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Mentors may help to support, develop, and enhance skills in teaching, researching and publishing. • Leverage the relationships cultivated during graduate school to collaborate and publish with other graduate students and be open to pursuing postdoctoral fellowships (Freeman, 2014).…”

Section: Strategies For Graduate Students Of Colormentioning

confidence: 99%

Homegrown scholars: A collaborative autoethnography on entering the professoriate, giving back, and coming home.

Reyes¹,

Carales²,

Sansone³

2021

Journal of Diversity in Higher Education

View full text Add to dashboard Cite

show abstract

“…Given this reality, Freeman (2014) pointed out that faculty members need to be especially sensitive to first-generation minority students who may be unfamiliar with the academic opportunities available within the academy and so may need guidance in understanding how their initial decisions can shape their future academic and employment prospects. He shared:Some incoming higher education graduate students, especially women and minorities, are unaware that they could become a faculty member […] not having a complete understanding of the importance of program influence, relative prominence of their dissertation advisor, and academic prestige on job prospects has significant implications for [where they] end up.(Freeman, 2014, p. 285)…”

Section: Overviewmentioning

confidence: 99%

Exploring mentoring across gender, race, and generation in higher education

Freeman

Kochan

2019

IJMCE

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Purpose The purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship. Design/methodology/approach The authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months. Findings The analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values. Research limitations/implications This study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender. Practical implications The paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions. Originality/value There is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

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“…Yet, it is unclear whether or how doctoral programs are incorporating such elements into students' experiences. There is a need for research that supports the role of the doctoral program in preparing campus leaders (Freeman and Kochan, 2014).…”

Section: Doctoral Education As Professional Preparationmentioning

confidence: 99%

Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education

Pifer

Tevis

Baker

2023

SGPE

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Purpose The purpose of this study, nested within a broader study about higher education leadership, was to generate knowledge about the ways in which doctoral education prepared people for leadership roles in postsecondary institutions within the USA. At colleges and universities, there is an interest in ensuring diverse leadership teams and welcoming campus environments. Yet, the research demonstrates challenges for and underrepresentation among higher education leaders. One point of intervention is doctoral programs in higher education and related fields, given the professional socialization, identity formation and knowledge acquisition that occurs through the doctoral journey. Design/methodology/approach By conducting interviews with women who hold doctorates in the field of higher education and who took on new leadership roles at postsecondary institutions in the USA during the global health pandemic, the authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Findings The authors identified specific areas for which doctoral-level training and experiences may be helpful in supporting leader development. Based on those findings, the authors offer initial propositions about how doctoral programs might support the development of equity-minded leaders in higher education, which should be tested and refined through further research, theory development and application to practice. Originality/value This paper contributes by providing a focus on the ways in which doctoral programs can equitably train and develop equity-minded leaders for a range of career goals including but not limited to academic appointments in higher education.

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Strategies for Doctoral Students Who Desire to Become Higher Education Faculty Members at Top Ranked Programs

Cited by 5 publications

References 35 publications

Homegrown scholars: A collaborative autoethnography on entering the professoriate, giving back, and coming home.

Homegrown scholars: A collaborative autoethnography on entering the professoriate, giving back, and coming home.

Exploring mentoring across gender, race, and generation in higher education

Train for the job you want (or will be asked to take): envisioning the doctorate as preparation for equity-minded leadership in higher education

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