A Symposium Model for Doctoral Students of Color Seeking Faculty Positions in Higher Education
The purpose of this article is to share a model for motivating and mentoring students of color who are finding it difficult to complete their doctorate degree because of personal, social, and institutional challenges. Students do not pay a fee to participate in the symposium. They are motivated among other things to build relationships, and establish contacts and networks with a cohort of scholars interested in helping them complete their studies. In addition, the program prepares these students to apply for faculty positions at this university in the mid-west and other institutions of higher education when they graduate. Student populations in colleges and universities in the United States are becoming more and more diverse. These institutions are doing a good job with structural diversity – increasing the number of women and ethnic and racial minority students. However, there is a paucity of numbers at the faculty level. Institutions of higher education must diversify their faculty in the light of U.S Supreme Court rulings in the University of Michigan’s cases Grutter v. Bollinger (2003) and Grutter v. Gratz (2003). Research on increasing the number of minority faculty in college and university campuses is growing. Williamson (1994) suggested ways to foster minority doctoral success with Mexican American and Native American students in doctoral programs. Green (2008) addressed the role of chief diversity officers to reach that goal. The 2005 Minorities in Higher Education Annual Status Report of the American Council on Education indicated that people of color hold only 14% of all faculty positions at postsecondary institutions in the United States.
||Doctoral Symposium, Students of Color, Minority Faculty, Higher Education
International Journal of Diversity in Organizations, Communities and Nations, Volume 10, Issue 1, pp.357-368.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 682.231KB).
Professor, Curriculum and Instruction, Eastern Kentucky University, Richmond, Kentucky, USA
Samuel Hinton is Professor of Comparative Education and Educational Studies at Eastern Kentucky University, in Richmond Kentucky. He graduated with a Bachelor of Arts in English, Economics, and International Relations from the University of Durham, Durham, England. He received masters of education degrees from the University of Virginia, Charlottesville, Virginia, and Kent State University, Kent, Ohio, respectively, a doctorate in comparative and international education from the University of Virginia, and a Doctor of Philosophy in Practical Theology from Saint Andrews Theological College and Seminary in Thomasville, North Carolina. Dr. Hinton teaches comparative education, research in education, and other graduate foundations of education subjects. His book publications include University Students’ Protests and Political Change…, (New York, The Edwin Mellen Press 2002), Comparing Problems in International Education: Street Children, Citizenship, and Cultural Heritage (New York, The Edwin Mellen Press 2006), and Street Children in Sierra Leone Who Forgive Those Who Physically and Sexually Abuse Them…(New York, The Edwin Mellen Press 2009). Dr. Hinton has also published in Journals such as Social Education, The High School Journal, and Education and Society: International Journal in Education and Sociology, and Comparative Education.
Associate Professor and Assistant Dean of Education, Department of Educational Leadership and Policy Studies, Eastern Kentucky University, Richmond, Kentucky, USA
Dr. Sherwood Thompson has been involved in advancing the educational opportunities for young scholars from rural communities to urban cities. His career in education involves educational outreach, community partnerships, leadership and social justice. Dr. Thompson is the Assistant Dean for the EKU College of Education and Associate Professor in the Educational Leadership and Policy Studies Department. Dr. Thompson has attained distinction through his work with ethnic population learners. His pioneer work incorporating innovative approaches and using critical success factors for establishing institutional diversity and multicultural programs is a model gaining popularity among equity administrators. His academic and leadership experience has provided him with a rich understanding of the issues confronting community partnership programs, higher education and public schools. He holds a Bachelor of Arts in Interdisciplinary Studies from the University of South Carolina, Spartanburg; Master and Doctor of Education from the University of Massachusetts in Amherst. He was awarded two faculty fellowships from the University of Oklahoma Health Sciences Center. Dr. Thompson’s strong commitment to diversity has afforded him the opportunity to travel to many countries throughout the world as a Goodwill Ambassador, United Nations Non-Governmental Organization representative, and an education speaker at international conferences.
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