Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate
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A qualitative analysis of the lived experiences of four African American female professors at four-year universities is presented in this study. The purpose of the study was to explore and interpret the career transitions of each participant. This study also includes attributes, benefits, and barriers that are experienced by these women once they have successfully transitioned into the professoriate. The study was conducted through the theoretical frameworks of Social Career Theory and Black Feminist Theory. Since most research on educational career transitioning and the successful navigation of the professoriate focuses on the point of view of the white male, this research adds a view of this topic from the point of view of successful African American women professors. As an integral part of American educational history, it is imperative to share the lived experiences of these women, if only to explore their influence on scholarly research at colleges and universities globally. Qualitative methodology was used as the findings indicate that positive personal and professional relationships are imperative to the success of these women. Although each woman has faced barriers and made sacrifices, this study focuses on their resilience and ultimate successful transition into higher education.
SubjectAfrican American Women
Success in Higher Education
History of African American Women in American Education
Johnson, Sunday Price (2016). Ebony and the Ivory Tower: The Voices of 4 African American Women and the Factors That Contribute to Their Career Transition from K-12 Administration into the Higher Education Professoriate. Doctoral dissertation, Texas A & M University. Available electronically from