Two Measures of the Diversity of the Labor Pool for Entry-Level Student Affairs Positions

Turrentine, Cathryn G.; Conley, Valerie Martin

doi:10.2202/1949-6605.1161

Cited by 8 publications

(9 citation statements)

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“…recruitment, retention, promotion, and job performance and satisfaction). To date, there is some research that has examined African American student affairs professionals in general (Scales & Brown, 2003;Turrentine & Conley, 2001), while other research has focused on the aggregated experiences of all women in student affairs (Blackhurst, 2000;Walker, Reason & Robinson, 2003). However, little research has investigated the interplay of race and gender in the experiences of African American women in student affairs.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The importance of research that focuses on African Americans in student affairs has been noted (Jackson, 2003;Turrentine & Conley, 2001). In particular, Jackson (2003) indicated that African Americans play a very significant role in the development and education of students.…”

Section: African Americans In Student Affairsmentioning

confidence: 99%

“…In particular, Jackson (2003) indicated that African Americans play a very significant role in the development and education of students. Additionally, Turrentine & Conley (2001) suggested that although diversity in student affairs is heavily valued, minorities are underrepresented altogether, and women in general are especially underrepresented in senior-level positions. Jackson (2003) cited the need to focus on the recruitment, retention and advancement of African American student affairs professionals.…”

Section: African Americans In Student Affairsmentioning

confidence: 99%

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African American Women in Student Affairs: Best Practices for Winning the Game

Henry¹

2017

Advancing Women in Leadership Journal

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Current research regarding the experiences of African American women in higher education clusters staff, faculty, and students together, overlooking the unique contributions and challenges of each cohort. The purpose of this article is to explore the opinions and experiences of African American women in student affairs administration, in order to add to the body of knowledge regarding women in student affairs. Implications for best practices for African American women in student affairs administration are discussed, and recommendations for further research are provided.

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Section: Literature Reviewmentioning

confidence: 99%

Section: African Americans In Student Affairsmentioning

confidence: 99%

Section: African Americans In Student Affairsmentioning

confidence: 99%

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African American Women in Student Affairs: Best Practices for Winning the Game

Henry¹

2017

Advancing Women in Leadership Journal

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“…In addition, Turrentine and Conley (2001) found that African Americans accounted for 12-15%, Hispanics accounted for 4-5%, Asian Americans accounted for 2-3%, and Native Americans accounted for 0-1% of individuals employed in entry-level student affairs positions within different colleges. Thus, more research is needed to understand how this issue has negatively impacted students of color in PWIs.…”

Section: Context and Backgroundmentioning

confidence: 99%

“…Mertz, Eckman and Strayhorn (2012) also found a similar result in their study. In addition, Turrentine and Conley (2001) found that African Americans accounted for 12-15%, Hispanics accounted for 4-5%, Asian Americans accounted for 2-3%, and Native Americans accounted for 0-1% of people of color employed in entry-level positions in student affairs within different colleges across the United States.…”

Section: For Example the Student Personnel Point Of View (Committee mentioning

confidence: 99%

exploration of the perceptions and experience of students of color with white student affairs professionals

Taylor¹

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African American administrators at PWIs: Enablers of and barriers to career success.

Gardner¹,

Barrett²,

Pearson³

2014

Journal of Diversity in Higher Education

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Despite literature emphasizing the importance of their presence on college campuses to minority student success, African American administrators are severely underrepresented in higher education. The purpose of this qualitative study was to explore the lived experiences of successful African American student affairs administrators at predominantly White institutions and factors that serve as enablers of and barriers to their career success. Beginning with a conceptual framework derived from the scholarly literature, 3 constructs were identified: (a) adjustment issues, (b) institutional factors, and (c) career dynamics. Following IRB approval, the authors identified a purposive sample of 14 successful African American student affairs administrators-4 women and 10 men-from predominantly White institutions. Length of experience in the field ranged from 5 to 27 years. Long semistructured interviews were conducted with the research participants. Data were coded to the conceptual framework with a phenomenological approach used to account for unanticipated and emerging issues. Findings for adjustment issues/enablers included the importance of mentoring relationships, healthy self-image and motivation, and social networks and family support. Adjustment issues/barriers included perceptions of prejudice and feelings of separateness or difference. Institutional factor/enablers are commitment to diversity (including recruitment strategies) and compensation/work conditions/resources. The institutional factor/barrier was discrimination. Career dynamics/enablers included professional preparation and undergraduate involvement in student affairs. The career dynamics/barrier was advancement opportunity. Implications for institutions wishing to increase African American administrator representation are presented.

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Two Measures of the Diversity of the Labor Pool for Entry-Level Student Affairs Positions

Cited by 8 publications

References 0 publications

African American Women in Student Affairs: Best Practices for Winning the Game

African American Women in Student Affairs: Best Practices for Winning the Game

exploration of the perceptions and experience of students of color with white student affairs professionals

African American administrators at PWIs: Enablers of and barriers to career success.

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