Electronic Theses and Dissertations

Identifier

1194

Date

2014

Document Type

Dissertation

Degree Name

Doctor of Education

Major

Higher and Adult Education

Concentration

Higher Education

Committee Chair

Katrina Meyer

Committee Member

Jeffery Wilson

Committee Member

Mitsunori Misawa

Abstract

The objective of this study was to identify reasons why African American women who are enrolled in higher education administration doctoral programs become senior higher education leaders, i.e., college presidents, chief academic officers, and vice-presidents. This study applied the Social Cognitive Career Theory (SCCT) to examine these reasons. The research population included female African American doctoral students enrolled in higher education administration programs from 12 institutions located in the southern United States. Using multistage sampling, a sample of 29 was established. Data were collected using the SCCT survey questionnaire which consisted of five parts: self-efficacy, outcome expectations, vocational interests, barriers, and supports. Reliability was assessed using Cronbach's Alpha. To analyze the data, statistical methods and SPSS software were used. Results indicated that self-efficacy is positively associated with vocational interests, supports-social, and human capital. In addition, outcome expectations-satisfaction is positively associated with vocational interests and supports-human capital. Further, outcome expectations-power is positively associated with supports-human and social capital. Additionally, vocational interests holds a negative association with barriers-discrimination and advancement and a positive association supports-human capital. Practical implications and future research are discussed.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.

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