dc.contributor.author	Lee, Rochelle Bornett
dc.coverage.spatial	United States, Southern States.	en_US
dc.coverage.temporal	c.2016-2018	en_US
dc.date.accessioned	2019-06-28T17:51:27Z
dc.date.available	2019-06-28T17:51:27Z
dc.date.issued	2018-12
dc.identifier.other	7C8F4186-166E-358F-4B4F-833E6707435D	en_US
dc.identifier.uri	https://hdl.handle.net/10428/3911
dc.description.abstract	The purpose of this of research was to identify the strategies used by six African American women faculty members and how they bore witness to striving, surviving, and thriving at predominantly White institutions (PWIs) in the Deep South while teaching, serving, and performing research. A qualitative research design guided this study. Data were obtained through three sequential audio recorded interviews with each participant in addition to researcher memoing, transcript review, and member checking. Descriptive data from an interview guide were analyzed. The analysis of the data yielded four themes, (a) The participant’s reliance on God and the Scriptures to direct their lives, (b) Intersectionality is so complex, participants could not clearly identify interactions as racist or sexist, (c) Credit and job expectations are not the same for everyone, and (d) Establishing a working identity within the academy. Using Sara Lawrence Lightfoot’s portraiture method each participant’s counter-narrative was filtered through the lenses of critical race theory and womanism. The counter-narrative of each participant was presented in the individual portraits. Results of the cross-case analysis were presented in a family (collective) portrait to excavate the search for goodness which is the objective of portraiture and to identify strategies used by the participants. The findings when compared to the professional and scholarly discourse, suggest that the climates of Deep South PWIs do not differ from those of PWIs throughout the United States. The climates of American PWIs in general require that African American women faculty contend with personal, professional, and institutional racism in many of their encounters with administrators, colleagues, and students. The answers to the research questions are associated with the identified themes and are found in Chapter 7 of this dissertation. Keyword 1: African American Women; Keyword 2: Faculty; Keyword 3: Spirituality; Keyword 4: Portraiture; Keyword 5: Critical Race Theory; Keyword 6: Womanism;	en_US
dc.description.tableofcontents	Questions 21 -- CHAPTER II: REVIEW OF PROFESSIONAL AND SCHOLARLY DISCOURSE 23 -- Statistics on African American Women Faculty 23 -- Campus Climate and Collegiality 26 -- Race, Gender, and Identity 29 -- Teaching 32 -- Scholarship 34 -- Service 38 -- Tenure and Promotion 40 -- Conclusion 41 -- CHAPTER III: CONCEPTUAL FRAMEWORK 42 -- The Birth of a Critical Race Theory-Womanist Scholar 42 -- Critical Race Theory 44 -- Womanism 48 -- Significance of Study 53 -- Conclusion 56 -- CHAPTER IV: METHODS 58 -- Introduction 58 -- Rationale 64 -- Review of Research Questions 66 -- The Portraiture Method 68 -- The Participants 73 -- Data Collection 75 -- Data Analysis 79 -- Threats to Data Quality 87 -- Subjective I’s 92 -- Ethical Issues 96 -- Conclusion 97 -- CHAPTER V: INDIVIDUAL PORTRAITS 99 -- Setting for Shiphrah, Historical Portrait 102 -- Shiphrah 106 -- Researcher Reflections regarding Shiphrah 143 -- Setting for Grace, Historical Portrait 145 -- Grace 149 -- Researcher Reflections regarding Grace 196 -- Setting for Sophie, Historical Portrait 198 -- Sophie 201 -- Researcher Reflections regarding Sophie 236 -- Setting for Tabitha, Contemporary Portrait 238 -- Tabitha 244 -- Researcher Reflections regarding Tabitha 282 -- Setting for Faith, Contemporary Portrait 284 -- Faith 284 -- Researcher Reflections regarding Faith 327 -- Setting for Shalom, Contemporary Portrait 329 -- Shalom 331 -- Researcher Reflections regarding Shalom 374 -- CHAPTER VI: FAMILY PORTRAIT 377 -- Theme 1 - The Participant’s Reliance on God and the Scriptures to direct their Lives 382 -- Shiphrah’s Testimony 384 -- Grace’s Testimony 384 -- Sophie’s Testimony 385 -- Tabitha’s Testimony 386 -- Faith’s Testimony 386 -- Shalom’s Testimony 386 -- Theme 2 – Intersectionality is so Complex Participants could not Clearly Identify -- Interactions as Racist or Sexist 388 -- Shiphrah’s Dog Whistle Moment 390 -- Grace’s Dog Whistle Moment 391 -- Sophie’s Dog Whistle Moment 392 -- Tabitha’s Dog Whistle Moment 393 -- Faith’s Dog Whistle Moment 394 -- Shalom’s Dog Whistle Moment 395 -- Theme 3- Credit and Job Expectations are not the same for everyone 397 -- Shiphrah’s Thoughts on Teaching, Scholarship, and Service 398 -- Grace’s Thoughts on Teaching, Scholarship, and Service 400 -- Sophie’s Thoughts on Teaching, Scholarship, and Service 401 -- Tabitha’s Thoughts on Teaching, Scholarship, and Service 403 -- Faith’s Thoughts on Teaching, Scholarship, and Service 405 -- Shalom’s Thoughts on Teaching, Scholarship, and Service 406 -- Theme 4-Establishing a Working Identity within the Academy 407 -- Shiphrah’s Working Identity: Money, money, money, money, money! 408 -- Grace’s Working Identity: You Catch More Flies with Sugar than You -- do with 410 -- Sophie’s Working Identity: Racial Comforting and Partial Strategic Passing 412 -- Tabitha’s Working Identity: Providing Discomfort 414 -- Faith’s Working Identity: Say What You Mean, Mean What You Say, and Let the Chips Fall Where They May 416 -- Shalom’s Working Identity: The Worker Bee Syndrome 417 -- CHAPTER VII: THE LAST WORD 419 -- Discussion 419 -- Findings 421 -- Participant Recommendations to African American Women Faculty Currently Employed, Newly Employed, or Contemplating Employment at a PWI 424 -- Survival Strategies: The Ten Commandments for African American Women Faculty Teaching Serving, and Performing Research at PWIs in the Deep South 424 -- Commandment 1: Survey Your Surroundings 425 -- Commandment 2: Negotiate, Negotiate, Negotiate 425 -- Commandment 3: Be Authentic: Identify and Name Yourself 426 Commandment 4: Establish Your Voice 427 Commandment 5: Mentoring, Networking, and Research Support 427 -- Commandment 6: Get Involved and be Mindful not to become the Token Black 428 Commandment 7: Produce Excellence Always 429 -- Commandment 8: Self-Promote without Arrogance 429 -- Commandment 9: Seek “Ata Girls Outside of the Academy 430 -- Commandment 10: Self-care, the Balance within the Selfish Selfless Continuum 430 -- Participant Recommendations to the Administration of PWIs in the Deep South 431 -- Limitations of the Study 433 -- Implications of the Study 434 -- Suggestions for Future Research 436 -- Conclusion 437 -- BENEDICTION: THE FINAL BLESSING 439 -- My Damascene Conversion 441 -- Afterthoughts 445REFERENCES 447 -- APPENDICIES 470 -- Appendix A: Definition of Terms 470 -- Appendix B: IRB Approval Form 476 -- Appendix C: Conceptual Framework Map 478 -- Appendix D: Invitation Requesting Participation in Study 480 -- Appendix E: Interview Guide 483 -- Appendix F: Participant Interview Record 487 -- Appendix G: Sample Participant Response 489.	en_US
dc.format.extent	1 electronic document, 512 pages.	en_US
dc.format.mimetype	application/pdf	en_US
dc.language.iso	en_US	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Southern States	en_US
dc.subject	African American Women	en_US
dc.subject	Universities and colleges--Faculty	en_US
dc.subject	Spirituality	en_US
dc.subject	Spiritual life--Christianity	en_US
dc.subject	Race relations	en_US
dc.subject	Education--Research--Methodology	en_US
dc.title	A Balm in Gilead: Portraits of African American Women Faculty Bearing Witness to Striving, Surviving, and Thriving at Predominantly White Institutions in the Deep South	en_US
dc.type	Dissertation	en_US
dc.contributor.department	Department of Curriculum, Leadership, and Technology of the Dewar College of Education and Human Services	en_US
dc.description.advisor	Schmertzing, Richard W.
dc.description.committee	Schmertzing, Lorraine C.
dc.description.committee	Jurczak, Linda P.
dc.description.committee	Spencer, Natalie F.
dc.description.committee	Cruz, Becky K. da
dc.description.degree	Ed.D.	en_US
dc.description.major	Education in Leadership	en_US