This research study investigated the socialization, tenure and promotion experiences and perceptions of African American faculty at a historically White university in the Midwest. For decades, African American educators in the United States struggled with desegregation in the American school system and other areas of society (Fultz, 2004). Yet, although segregation was outlawed in 1954 following the Brown vs. Board of Education decision, implicit segregation continues to subtly manifest itself in the American educational system. Research suggests that African American educators continue to experience differential treatment associated with tenure and promotion systems, particularly at predominantly White colleges and universities (Menges, & Exum, 1983; Tillman, 2004). As a result, today a large number of the nation’s predominantly White colleges and universities have only small numbers of African American faculty members (Gay & Howard, 2000). Despite the harsh realities faced by African American faculty at predominantly White universities, the majority have assumed a bicultural stance and risen to the challenge.
This research uses data that were collected from 21 African American faculty representing five colleges and ten disciplines at a historically White university. Of the 21 participants, 13 were tenured and 8 held tenure-track appointments. Research findings from in-depth interviews and document analysis are suggestive of harsh realities of the tenure and promotion process that African American faculty at predominantly White colleges and universities are faced with. One overarching finding was apparent: the perception of needing to exceed expectations as an implicit requirement in the tenure and promotion process. Other major findings included: 1) tenure and promotion was viewed as a worthwhile experience by some participants, 2) the majority of participants viewed tenure and promotion as an arduous process owing to the perceived ambiguous nature of reviews, unsupportive chairs, its political nature, lack of collegial support and differential treatment, 3) participants reported experiencing challenges such as organizing the tenure dossier, balancing time between teaching, research and service, getting their research validated, and fear of tenure denial, 4) faculty members interviewed expressed the need for a formal mentoring program, clear tenure guidelines, and time release for research. It is important to note that White faculty may have had similar experiences, but that is an avenue for future research.
The implications of this research are important to policy makers in reexamining institutional structures and redefining policies that facilitate equitable treatment of all faculty regardless of race and ethnicity, gender, or religious affiliation. Owing to the centrality of the academic tenure system in determining the retention or attrition of faculty, the recommendations in this study are insightful to institutions that are committed to increasing diversity. Understanding the tenure and promotion experiences and perceptions of African American faculty at a predominantly White university would be useful in designing institutional programs geared toward improving campus climates.