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A narrative study of the experiences...

Moffitt, Michael J.

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A narrative study of the experiences of executive administrators of color who work at religiously-affiliated higher education institutions.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A narrative study of the experiences of executive administrators of color who work at religiously-affiliated higher education institutions./
Author:	Moffitt, Michael J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	162 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-10, Section: A.
Contained By:	Dissertations Abstracts International78-10A.
Subject:	Behavioral psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10258393
ISBN:	9781369685862

A narrative study of the experiences of executive administrators of color who work at religiously-affiliated higher education institutions.
Moffitt, Michael J.

A narrative study of the experiences of executive administrators of color who work at religiously-affiliated higher education institutions. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 162 p.

Source: Dissertations Abstracts International, Volume: 78-10, Section: A.

Thesis (Ed.D./HE)--Azusa Pacific University, 2017.

This item must not be sold to any third party vendors.

Current research literature indicates there is a disparity of people of color at the executive level working within institutions of higher education, particularly those with religious affiliations. Similar studies have focused on students and faculty of color, but there has been limited research directed toward administrators (Jackson & O'Callaghan, 2009). In addition, studies have used a qualitative approach to capture the experiences of faculty and administrators of color at secular colleges and universities (Becks-Moody, 2004; Reyes & Case, 2011; Stanley, 2006). However, few studies have focused specifically on the lived experiences of administrators of color who work within religiously-affiliated institutions. Although each participant has ascended to executive level leadership positions, all have experienced challenges and barriers while advancing their careers. Critical race theory (CRT) was used as a theoretical framework that provided the analysis needed to explore the lived experiences of participants whose voices are often over-shadowed by dominant narratives at their respective higher education institution. Through narrative inquiry, the lived experiences of 5 executive administrators of color were chronicled as they ascended to their current executive leadership position.

ISBN: 9781369685862Subjects--Topical Terms:

2122788
Behavioral psychology.
Subjects--Index Terms:

Administrators of color in higher education

A narrative study of the experiences of executive administrators of color who work at religiously-affiliated higher education institutions.
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500 $a Source: Dissertations Abstracts International, Volume: 78-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Jun, Alexander.
502 $a Thesis (Ed.D./HE)--Azusa Pacific University, 2017.
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520 $a Current research literature indicates there is a disparity of people of color at the executive level working within institutions of higher education, particularly those with religious affiliations. Similar studies have focused on students and faculty of color, but there has been limited research directed toward administrators (Jackson & O'Callaghan, 2009). In addition, studies have used a qualitative approach to capture the experiences of faculty and administrators of color at secular colleges and universities (Becks-Moody, 2004; Reyes & Case, 2011; Stanley, 2006). However, few studies have focused specifically on the lived experiences of administrators of color who work within religiously-affiliated institutions. Although each participant has ascended to executive level leadership positions, all have experienced challenges and barriers while advancing their careers. Critical race theory (CRT) was used as a theoretical framework that provided the analysis needed to explore the lived experiences of participants whose voices are often over-shadowed by dominant narratives at their respective higher education institution. Through narrative inquiry, the lived experiences of 5 executive administrators of color were chronicled as they ascended to their current executive leadership position.
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