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Perceptions of African American Male Junior Faculty on Promotion and Tenure: Implications for Community Building and Social Capital


by Brian N. Williams & Sheneka M. Williams — 2006

A qualitative online individual interviewing approach was used to explore the perceptions of 32 African American male junior faculty at predominantly White institutions (PWIs) on how to improve support systems and structures to navigate promotion and tenure. The findings from this study revealed that, beyond the political and financial capital needed to build, support, and maintain institutions of higher education, social (campus) capital is needed to further develop gemeinschaft campus communities and the development of all its members. Hence, an approach more centered on (academic) community building is suggested to better foster the sense of ownership and belonging for African American male junior faculty and other faculty of color.


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Cite This Article as: Teachers College Record Volume 108 Number 2, 2006, p. 287-315
http://www.tcrecord.org ID Number: 12311, Date Accessed: 10/23/2017 8:17:43 PM

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About the Author
  • Brian Williams
    University of Georgia
    E-mail Author
    BRIAN N. WILLIAMS is an assistant professor in the Department of Public Administration and Policy at The University of Georgia. His primary areas of research explore the relationships between bureaucratic units and communities, in general, and community policing efforts within communities of color, in particular. Related areas of research include the impact of racial profiling on the co-production of public safety and public order, and community oriented governance and the personal and professional journeys of African American Law Enforcement Executives. He is the author of Citizen Perspectives on Community Policing: A Case Study in Athens, Georgia (State University of New York Press, 1998), among other research articles, book chapters, and governmental reports.
  • Sheneka Williams
    Vanderbilt University
    SHENEKA M. WILLIAMS is a doctoral student in the Department of Leadership, Policy, and Organizations at Peabody College, Vanderbilt University. Her broad research interests include the social context of education—the connection among schools, families, and communities—and rural education. Currently she is writing her dissertation which is tentatively titled, Let’s Be Friends: Adolescent Perceptions of Cross-Racial Friendships in Racially-Mixed Schools. Ms. Williams is a nominee for the David L. Clark National Graduate Student Research Seminar in Educational Administration and Policy. She intends to pursue an academic career upon graduation.
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