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

Turrentine, Cathryn G.; Conley, Valerie Martin

doi:10.2202/0027-6014.1161

Cited by 5 publications

(4 citation statements)

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“…The majority of students enrolled in this diversity class each semester are female, White, Christian, heterosexual, and between the ages of 23-28. 3 These demographics, namely being predominantly White and female, are reflective of the population of students enrolled in student affairs professional preparation programs; they are demographically fairly homogeneous (Rapp, 1997;Tull, 2006;Turrentine & Conley, 2001). Rachel, the student who serves as an illustrative case of multicultural competence for social justice, is a White, heterosexual female, in her midtwenties.…”

Section: Rachel: An Illustrative Casementioning

confidence: 99%

Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills

Iverson

2012

jctp

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The construct of multicultural competence has gained much currency in the literature; yet, less attention has been paid to students' social justice advocacy and how to facilitate students' growth in this area. Focusing on multicultural education in graduate programs that prepare future student affairs professionals, this position article provides a critique of multicultural knowledge, awareness and skills, and argues for competencies grounded in a commitment to social justice. While practitioners may be prepared to work with diverse populations, it is argued they are less equipped to foster social change. Developing awareness as critically conscious practitioners, acquiring knowledge as equity minded and privilege-cognizant individuals, and building skills in social justice advocacy are essential for the future agenda for multicultural competence.

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Section: Rachel: An Illustrative Casementioning

confidence: 99%

Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills

Iverson

2012

jctp

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“…Despite the attention given by the profession to the problem, inequities in staffing patterns continue to appear in the professional literature (Bensimon, 2004; Turrentine & Conley, 2001). Researchers have found that there is inadequate representation by staff members of color (Hurtado et al, 2008; Turner, Myers, & Creswell, 1999), and that women, though present in the profession in growing numbers, are underrepresented in senior level positions (Reason, Walker, & Robinson, 2002; Turner, Gonzalez, & Wong, 2011; Turner, Gonzalez, & Wood, 2008).…”

mentioning

confidence: 99%

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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“…Staff members, in this case, in nonmanagerial job positions, are mostly ignored. Additionally, women employed in non-managerial, entry-level positions in higher education are overrepresented, as such jobs require minimal experience (Turrentine & Conley, 2001). Considering the overrepresentation of women in nonmanagerial job positions, Turrentine and Conley (2001) stated that women are underrepresented in administrative and senior-level management positions.…”

Section: Human Resources Developmentmentioning

confidence: 99%

“…Additionally, women employed in non-managerial, entry-level positions in higher education are overrepresented, as such jobs require minimal experience (Turrentine & Conley, 2001). Considering the overrepresentation of women in nonmanagerial job positions, Turrentine and Conley (2001) stated that women are underrepresented in administrative and senior-level management positions. The literature proves that in addition to the issues experienced by African American/Black women employed in non-managerial positions, there is a diversity, equity, and inclusion issue with promotion and retention practices at PWIs.…”

Section: Human Resources Developmentmentioning

confidence: 99%

African American Women in Non-Managerial Roles: Sense of Belonging and Career Advancement

Parker¹

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This qualitative study aims to understand the lived experiences of African American/Black women employed in higher education in non-managerial staff positions. Given the overrepresentation of African American/Black women in non-managerial job positions, the researcher sought to understand how women navigate their career journey within higher education regarding career promotional opportunities. Examining the lived experiences allows the researcher to understand the depth of the sense of belonging for African American/Black women in such job roles. Moreover, this research also examines the structural and procedural practices of public university human resource departments and seeks to understand how campuses assist African American/Black women in non-managerial positions. The findings of this study will provide an intimate portrait of African American/Black women and their journey within higher education to survive, promote, and be acknowledged for their contribution to the workplace. Additionally, human resource professionals can share their experiences and how their work is limited based on the availability of resources. Overall, this qualitative study provides timely and pertinent recommendations to address long-standing equity and gender barriers for African American/Black women in non-managerial roles and to increase capacity and the sense of belonging.

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

Cited by 5 publications

References 0 publications

Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills

Multicultural Competence For Doing Social Justice: Expanding Our Awareness, Knowledge, And Skills

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

African American Women in Non-Managerial Roles: Sense of Belonging and Career Advancement

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