A Phenomenological Study of the Lived Experiences of African American Business School Deans at AACSB Accredited Predominantly White Institutions
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Authors
Whirl, Jermaine
Issue Date
2015-05-29
Type
Dissertation
Language
en_US
Keywords
Education , Leadership , AACSB , Phenomenological Study , African American , Business School Deans
Alternative Title
Abstract
This study examined the experiences of African American business school deans accredited by the Association to Advance Collegiate Schools of Business (AACSB) at predominantly White institutions (PWI). The Princeton Review articulates that business management is the most popular undergraduate college major in the United States (2014). However, the dynamics of the racial makeup of leadership at such institutions, specifically in PWIs, illustrates that a great disparity exists. African American deans currently make up 4% of deans at PWIs that have student populations that are becoming more diverse. Therefore, I utilized a transcendental phenomenology for my research design with Co-Optation, Campus Racial Climate, Critical Race Theory, and Bolman and Deal’s (2008) Reframing Organizations as the theoretical frameworks. I interviewed five former African American deans utilizing a three-interview series, to understand the essence of their experiences becoming and serving as a dean of a PWI (Husserl, 1931; Seidman, 2006). I also reviewed documents such as press releases and newspaper articles, to confirm or refute the data obtained through the interviews. Data analysis utilizing memos, categorizing, connecting strategies, document analysis, and constant comparative method produced three themes: minimize race, changes within the deanship, and pressing challenges. These findings suggest that prospective African American business deans should not focus on their racial identity in applying or serving as a dean, and they should understand that the dean position is more external than internal. Yet, their greatest challenge racially, will come from external constituents, and they should be ready for challenges related to resource allocation, AACSB accreditation, faculty and staff, and strained relationships with other university deans and their provost.