THE LIVED EXPERIENCES OF AFRICAN AMERICAN PUBLIC UNIVERSITY DEVELOPMENT ADMINISTRATORS
Prince, T. Greg
This study explores the lived career experiences of African American university development administrators who work at public higher education institutions. In a society that is growing increasingly ethnically diverse, among other ways, and where college graduates reflect this increased diversity, it is important that research is conducted concerning ethnic minorities and members of traditionally marginalized groups who serve within the profession of university development. The purpose of this research was to explore career experiences, with particular attention to recruitment, engagement, and retention factors, as well as participants’ perceptions of efficacy regarding these efforts. Five participants were selected for this study with the following characteristics: they all have served within the field of university development for 10 years or longer and have had more than one employer during their careers. Participants represented a range of ages (30s through 50s) and were diverse in terms of gender (three males, two females). Collectively, the five participants had experience working at predominantly White institutions, HBCUs, and predominantly Hispanic institutions. This qualitative study utilized the narrative research tradition. Jerlando Jackson's ERA model was used as the theoretical framework and provided a guide to inquiry. Interviews with selected participants led to six emerging themes: (1) the pipeline into the profession; (2) on-boarding and investment; (3) respect leads to loyalty; (4) achieving an all-important balance; (5) career challenges related to personal demographics; (6) personal considerations and relational/family issues. Recommendations for future research included performing research with other ethnic groups, with multi-racial participants, with other traditionally marginalized groups, and with Whites who work at non-predominantly White institutions. The potential benefit of structured entry-level opportunities (ex: internships; graduate assistantships targeting underrepresented groups in certain areas such as marketing and sales, journalism and public relations), as well as opportunities for those who “self-select” and work in development offices as undergraduate students could prove beneficial. The administrator would benefit in terms of recruiting and the academy would benefit by potentially expanding current academic offerings where there is a documented need, thus effectively bridging the gap between practitioners and academics.
Prince, T. Greg. (November 2015). THE LIVED EXPERIENCES OF AFRICAN AMERICAN PUBLIC UNIVERSITY DEVELOPMENT ADMINISTRATORS (Doctoral Dissertation, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/5117.)
Prince, T. Greg. THE LIVED EXPERIENCES OF AFRICAN AMERICAN PUBLIC UNIVERSITY DEVELOPMENT ADMINISTRATORS. Doctoral Dissertation. East Carolina University, November 2015. The Scholarship. http://hdl.handle.net/10342/5117. May 16, 2021.
Prince, T. Greg, “THE LIVED EXPERIENCES OF AFRICAN AMERICAN PUBLIC UNIVERSITY DEVELOPMENT ADMINISTRATORS” (Doctoral Dissertation., East Carolina University, November 2015).
Prince, T. Greg. THE LIVED EXPERIENCES OF AFRICAN AMERICAN PUBLIC UNIVERSITY DEVELOPMENT ADMINISTRATORS [Doctoral Dissertation]. Greenville, NC: East Carolina University; November 2015.
East Carolina University