Black Experiences Matter: Reflections of Black Faculty Experiences With Black Administrators

Figures & data

Table 1. Sample characteristics.

Attribute	(N = 55)
Age in years (n = 51)
Range: 28–79
Mean=44.26
SD: 12.07
Gender (n = 57)
Female	46 (81)
Male	11 (19)
Sexual orientation (n = 54)
Heterosexual	51 (95)
Same gender	3 (5)
Race/ethnicity other than African American (n = 57)
Latino	8 (14)
American Indian/Alaska Native	2 (3.5)
White	3 (5.2)
Caribbean Black	1 (1.7)
Marital status (n = 57)
Coupled (married/domestic partnership/cohabitating)	31 (54.3)
Uncoupled (divorced/separated)	6 (10.5)
Widowed	2 (3.5)
Never been married	16 (29)
Income (n = 54)
<49,999	3 (5.6)
50K to 74,999K	24 (44.4)
75K to 99,999K	16 (29.6)
Over 100K	11 (20.4)
Education (n = 54)
Bachelor of Social Work/Bachelor’s of Art in Social Work /Bachelor of Science in Social Work	2 (3.7)
Master of Social Work/Master of Science in Social Work	15 (27.8)
PhD in Social Work/Doctor of Social Work	24 (44.4)
Other master’s degree	3 (5.6)
Other doctorate	7 (13.0)
Region (n = 55)
Midwest	7 (12.7)
West	2 (3.6)
South	20 (36.4)
Northeast	26 (47.3)
Area (n = 55)
Urban	22 (40.0)
Rural	30 (54.5)
Suburban	3 (5.5)
Born in the United States (n = 55)
Yes	52 (96.3)
No	2 (3.7)
Importance of religion (n = 55)
Extremely important	26 (47.3)
Very important	17 (30.9)
Somewhat	11 (20.0)
Not so important	1 (1.8)
Ability/disability status (n = 55)
Did not identify with a disability	43 (79.6)
Sensory impairment	4 (7.4)
Learning disability	1 (1.9)
Mobility impairment	1 (1.9)
Mental health disorder	2 (3.7)
Other	3 (5.6)
Veteran status (n = 55)
Yes	3 (5.5)
No	52 (94.5)

Note. There are different sample sizes based on the questions. They are included in parentheses.

Table 2. Academic categories.

Attribute
	n (%)
Unit description (n = 55)
Department of Social Work	23 (42.6)
School of Social Work	31 (57.4)
Rank (n = 55)
Adjunct faculty	4 (7.3)
Lecturer	5 (9.1)
Assistant professor	21 (38.1)
Associate professor	11 (20.0)
Full professor	3 (5.5)
Other	11 (20.0)
Worked in academia (n = 55)
Less than 1 year	1 (1.8)
1–2 years	10 (18.2)
2–4 years	8 (14.5)
4–6 years	8 (14.5)
More than 6 years	28 (50.9)

Table 3. Scaled items.

	1	2	3	4	5
Question Items	SD	D	N	A	SA
I would recommend my institution as a supportive environment for faculty and staff of color. (n = 51)	4	4	21	15	7
My institution should recruit more faculty and staff of color. (n = 50)	2	1	6	11	30
My institution provides adequate programs and services to promote the success of faculty and staff of color. (n = 51)	12	15	18	3	3
My department should recruit more faculty and staff of color. (n = 50)	5	2	9	7	27
My department provides adequate programs and services to promote the success of faculty and staff of color. (n = 49)	13	11	18	4	3

Note. For scale, 1 = strongly disagree (SD); 2 = disagree (D); 3 = neutral (N); 4 = agree (A); 5 = strongly agree (SA).

Table 4. Assessment of Black administrators.

Question Items (# of Responses, %) [Scale Rating] Choices of Responses
They’re always right. (n=36)
(5, 13.9%) [1]	(4, 11.1%) [2]	(6, 16.7%) [3]	(11, 30.6%) [4]	(10, 27.8%) [5]
“They never admit fault”		“… can admit to their mistakes… don’t mind occasionally ‘looking bad’”
They take credit for your work. (n=34)
(5, 14.7%) [1]	(4, 11.8%) [2]	(5, 14.7%) [3]	(9, 26.5%) [4]	(11, 32.4%) [5]
“…do not acknowledge good work publicly		” “… make employees feel like partners”
They expect you to be available 24–7. (n=34)
(5, 14.7%) [1]	(3, 8.8%) [2]	(5, 14.7%) [3]	(9, 26.5%) [4]	(12, 35.3%) [5]
“They do not honor boundaries”		“They encourage and support boundaries”
Their criticism is just mean. (n=33)
(3, 9.1%) [1]	(5, 15.2%) [2]	(6, 18.2%) [3]	(7, 21.2%) [4]	(12, 36.4%) [5]
“They use harsh put-downs”		“They use constructive criticism”
They have unrealistic expectations. (n=33)
(3, 9.1%) [1]	(4, 12.1%) [2]	(8, 24.2%) [3]	(8, 24.2%) [4]	(8, 24.2%) [5]
“They expect you to do more than is humanly possible”		“They adjust to your scale of expectations”
They don’t accept suggestions or ideas. (n=34)
(6, 17.6%) [1]	(2, 5.9%) [2]	(3, 8.8%) [3]	(9, 26.5%) [4]	(14, 41.2%) [5]
“They are not willing to collaborate”		“They encourage suggestions and ideas”
They don’t know where to draw the line between friend and manager. (n=34)
(4, 11.8%) [1]	(2, 5.9%) [2]	(7, 20.6%) [3]	(11, 32.4%) [4]	(10, 29.4%) [5]
“They depend on you for emotional support”		“They are able to socialize and let you pick their brain”
You just can’t with them anymore. (n=34)
(2, 5.9%) [1]	(8, 23.5%) [2]	(5, 14.7%) [3]	(9, 26.5%) [4]	(10, 29.4%) [5]
“Something in your gut says something is off”		“… you feel they’ve invested in you, showing trust of you before it’s earned”

Note. Scale: Lower scores (1 and 2) indicate more negative interactions, whereas higher scores (4 and 5) indicate more autonomy and positive interactions. Higher scores are ideal.

Table 5. Most positive aspect of experiencing an administrator who is faculty/staff of color (n = 23).

Major Theme	Text Examples
No positives
Actions taken on my behalf	Looked after me Advocate on my behalf More fair treatment Uses her leadership Shared decision making Willing Being given opportunities
Supportive
Understanding	Understands/acknowledges the challenges Connection No explanations needed about experiences about frustration with the majority (White administrators/staff/students)
Feelings about the administrator	Encouraging Warm and welcoming
How faculty/staff were made to feel	I can trust them with my interests I can trust them to not talk bad about me Safety Diversity is supported by the institution No need to assimilate Easier

Table 6. Type of visible support received, formal or informal (n = 22).

Major Theme	Text Examples
No support	There are cliques Very little None
Formal	Professional development opportunities Collaboration opportunities Promotion to administration Removing barriers Increasing presence Provided resources
Informal	Checked in Nuggets of wisdom Supported my decisions He knew Kind Respected boundaries Verbal encouragement

Table 7. Ways the experience has been negative or frustrating (n = 20).

Major Theme	Text Examples
No support	No true support No resources for faculty development Needs more support
Effect on progress	High workload Lack of opportunities Chair is demeaning, competitive, unrealistic workloads, steals ideas and presents them as their own Misguided in decision making
Bad/negative behavior; lacking leadership-like behaviors	Negative Admin is very disorganized No investment Treated other poorly Can they be trusted?
Institutional/structural	Limited power at a predominantly White institution Lack of Black presence Having to address privilege more I feel the need to make certain points
Feelings	Frustrating A disappointing experience