Date of Award
Master of Science
Agricultural Education and Studies
Theressa N. Cooper
Michael S. Retallick
The purpose of this narrative inquiry study was to explore Black faculty members’ perceptions of their experiences within agricultural education departments at Predominantly White Institutions. This narrative study was structured with the use of interviews and was primarily concerned with the content of what the research participants had to say or show. The focus of this study was on the experiences of Black faculty members within agricultural education departments at predominantly White institutions (PWIs). Research has discussed the experiences of Black faculty members across higher education, but has rarely highlighted the experiences of individual segments of that population.
This research study involved three self-identifying Black professors from multiple universities. These three professors represent a portion of a population of approximately 10 individuals from over ninety institutions with agricultural teacher education programs. The professors; (1) reflected on current experiences within their respective departments, (2) engagement with other faculty members, (3) challenges they faced, (4) successes that they have had, and (5) a variety of other subjects.
The findings of the study provide voice for their experiences, and shows the experiences of Black professors can be varied despite coming from similar circumstances. The findings reveal that some Black faculty members within agricultural education departments face exclusion and isolation within their departments, while others find truly collaborative environments. These findings suggest that further research needs to be done to gain deeper understanding of the experiences of Black faculty members within agricultural education at PWIs.
Brown, Zachary, "Experiences of Black faculty members within agricultural education departments at predominantly White institutions" (2018). Graduate Theses and Dissertations. 16554.