The objective of this roundtable discussion is to examine the preparation of minority faculty as it relates to succeeding in an academic career. Although substantial research has been conducted on faculty preparation (Gaff, 1997; Garcia, 2000, Tice, Gaff, and Pruitt-Logan, 1998), conversations fall short when it comes to ongoing success development of faculty. This discussion will focus primarily on initiatives/plans to encourage the expansion and success of minority faculty at PWI\u27s. For the purposes of this discussion, minority faculty is defined in terms of race/ethnic and gender

Heggins, Willie J, III

Jones, Johnny D, II

Williams, Michelle

English

UNL | Libraries

University of Nebraska - Lincoln 
DigitalCommons@University of Nebraska - Lincoln 
Eighth Annual National Conference, POCPWI 
(2003) 
People of Color in Predominantly White 
Institutions 
November 2003 
Reaffirm to Affirm: Enhancing Minority Faculty Development at the 
PWI 
Johnny D. Jones II 
Director of Recruitment and Retention/Faculty, College of Education, Washington State University, 
Pullman, W A 
Willie J. Heggins III 
Assistant Professor, Department of Education Leadership/Counseling Psychology, Washington State 
University, Pullman, W A 
Michelle Williams 
Doctoral Candidate/Graduate Assistant, College of Education, Washington State University, Pullman, W A 
Follow this and additional works at: https://digitalcommons.unl.edu/pocpwi8 
 Part of the Race, Ethnicity and Post-Colonial Studies Commons 
Jones, Johnny D. II; Heggins, Willie J. III; and Williams, Michelle, "Reaffirm to Affirm: Enhancing Minority 
Faculty Development at the PWI " (2003). Eighth Annual National Conference, POCPWI (2003). 4. 
https://digitalcommons.unl.edu/pocpwi8/4 
This Article is brought to you for free and open access by the People of Color in Predominantly White Institutions at 
DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Eighth Annual National 
Conference, POCPWI (2003) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 
Reaffirm to Affirm:  
Enhancing Minority Faculty Development at the PWI  
Abstract  
The objective of this roundtable discussion is to examine the preparation of minority  
faculty as it relates to succeeding in an academic career. Although substantial research has been 
conducted on faculty preparation (Gaff, 1997; Garcia, 2000, Tice, Gaff, and Pruitt-Logan, 1998), 
conversations fall short when it comes to ongoing success  
development of faculty. This discussion will focus primarily on initiatives/plans to  
encourage the expansion and success of minority faculty at PWI's. For the purposes of this 
discussion, minority faculty is defined in terms of race/ethnic and gender.  
Johnny D. Jones, II  
Director of Recruitment and Retention/Faculty, College of Education, Washington State 
University, Pullman, W A  
Willie J. Heggins, III  
Assistant Professor, Department of Education Leadership/Counseling Psychology, Washington 
State University, Pullman, W A  
Michelle Williams, M.S. Doctoral Candidate/Graduate Assistant, College of Education, 
Washington State University, Pullman, W A  
In recent years, there has been a growing concern on the part of research scholars to  
understand the socialization experiences of new faculty into academic profession. Gaff and 
Lambert (1998) contend that prospective faculty should begin to develop professional 
competence in teaching, research, and professional service. Prospective faculty should also have 
learning experiences in the different settings in which the profession is practiced (e.g., colleges 
and universities with different missions, student bodies, and faculty responsibilities) as well as 
learn about the complexities of teaching and service in course work, workshops, and seminars.  
Through the socialization process, prospective faculty learns about institutional functioning. In 
essence, through this process, faculty become aware of how to identify and access institutional 
support and thus, where their energies must be directed in order to become productive scholars. In 
terms of the political environment, the socialization process enables the openness of faculty 
collegiality for the purposes of mentoring as well as helping prospective faculty "learn the ropes" 
which provides support that can be extremely valuable in the professoriate.  
While new and junior faculty exhibit flexibility in how they do their work, they are often 
frustrated by insufficient time demands, difficulty in establishing supportive collegial 
relationships, insufficient resources, fear of non-reappointment, and struggles in balancing work 
and personal life (Garcia, 2000). Given the importance of the early years of the faculty 
appointment combined with the documented frustrations of new faculty during these 
years, questions arise regarding the effectiveness of the socialization of scholars into 
successful role performance, and in particular, the role of faculty (Tierney & Bensimon, 
1996). This roundtable discussion seeks to provide insights into the socialization of 
prospective faculty members as well as new faculty in an attempt to move the academy 
towards preparing minorities for entering and succeeding in the professoriate.  
The purpose of this roundtable discussion is to discuss strategies related to the successful 
transition of minority scholars into the academic profession. The goal of the session is to 
explore critical issues surrounding the representation of minorities in the professoriate for 
the purposes of defining solutions to bring about greater success for positioning new 
minority faculty members in the future. This discussion will focus on educational issues 
and challenges from three contemporary perspectives: (1) Socialization in Graduate 
School (Preparation for faculty roles); (2) Socialization to Academic Departments 
(Adjusting to the faculty role); and (3) Socialization to the Profession (Becoming a 
Scholar).  
Presenters  
Johnny D. Jones, II, Ed.D. is the Director of Recruitment and Retention/Higher 
Education Administration Faculty at Washington State University. In addition, he is the 
chair of the Diversity Committee, College of Education partnership liaison with Langston 
University and Mississippi Valley State University, and also directs the Future Teacher of 
Color and Future Leaders of Color Programs. Dr. Jones graduated from Mississippi 
Valley State University, earned his Masters degree from Springfield College in 
Springfield, MA and his Doctorate from Berne University, Basseterre, St. Kitts, West 
Indies.  
Willie J. Heggins, III, Ph.D. is an Assistant Professor in the Department of Educational 
Leadership/ Counseling Psychology. Dr. Heggins is co-director of UP AL (University 
Partner for Academic Leadership) and the education leadership partnership with  
Thailand. In addition, Dr. Heggins is on the leadership team of BOT A (Brothers of the 
Academy). Dr. Heggins graduated from South Carolina State University, earned his 
Master and Doctorate degrees from Iowa State University.  
Michelle Williams, M.S. is a graduate student in Higher Education Administration! 
Graduate Assistant in Student Services. Ms. Williams coordinates MGSO (Multicultural 
Graduate Student Organization) and the FTOC/FLOC programs. Ms. Williams earned her 
Bachelor and Master degrees from University of Illinois.   


Reaffirm to Affirm: Enhancing Minority Faculty Development at the PWI

DigitalCommons@University of Nebraska

University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Eighth Annual National Conference, POCPWI (2003) People of Color in Predominantly White Institutions November 2003 Reaffirm to Affirm: Enhancing Minority Faculty Development at the PWI Johnny D. Jones II Director of Recruitment and Retention/Faculty, College of Education, Washington State University, Pullman, W A Willie J. Heggins III Assistant Professor, Department of Education Leadership/Counseling Psychology, Washington State University, Pullman, W A Michelle Williams Doctoral Candidate/Graduate Assistant, College of Education, Washington State University, Pullman, W A Follow this and additional works at: https://digitalcommons.unl.edu/pocpwi8  Part of the Race, Ethnicity and Post-Colonial Studies Commons Jones, Johnny D. II; Heggins, Willie J. III; and Williams, Michelle, "Reaffirm to Affirm: Enhancing Minority Faculty Development at the PWI " (2003). Eighth Annual National Conference, POCPWI (2003). 4. https://digitalcommons.unl.edu/pocpwi8/4 This Article is brought to you for free and open access by the People of Color in Predominantly White Institutions at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Eighth Annual National Conference, POCPWI (2003) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Reaffirm to Affirm:  Enhancing Minority Faculty Development at the PWI  Abstract  The objective of this roundtable discussion is to examine the preparation of minority  faculty as it relates to succeeding in an academic career. Although substantial research has been conducted on faculty preparation (Gaff, 1997; Garcia, 2000, Tice, Gaff, and Pruitt-Logan, 1998), conversations fall short when it comes to ongoing success  development of faculty. This discussion will focus primarily on initiatives/plans to  encourage the expansion and success of minority faculty at PWI's. For the purposes of this discussion, minority faculty is defined in terms of race/ethnic and gender.  Johnny D. Jones, II  Director of Recruitment and Retention/Faculty, College of Education, Washington State University, Pullman, W A  Willie J. Heggins, III  Assistant Professor, Department of Education Leadership/Counseling Psychology, Washington State University, Pullman, W A  Michelle Williams, M.S. Doctoral Candidate/Graduate Assistant, College of Education, Washington State University, Pullman, W A  In recent years, there has been a growing concern on the part of research scholars to  understand the socialization experiences of new faculty into academic profession. Gaff and Lambert (1998) contend that prospective faculty should begin to develop professional competence in teaching, research, and professional service. Prospective faculty should also have learning experiences in the different settings in which the profession is practiced (e.g., colleges and universities with different missions, student bodies, and faculty responsibilities) as well as learn about the complexities of teaching and service in course work, workshops, and seminars.  Through the socialization process, prospective faculty learns about institutional functioning. In essence, through this process, faculty become aware of how to identify and access institutional support and thus, where their energies must be directed in order to become productive scholars. In terms of the political environment, the socialization process enables the openness of faculty collegiality for the purposes of mentoring as well as helping prospective faculty "learn the ropes" which provides support that can be extremely valuable in the professoriate.  While new and junior faculty exhibit flexibility in how they do their work, they are often frustrated by insufficient time demands, difficulty in establishing supportive collegial relationships, insufficient resources, fear of non-reappointment, and struggles in balancing work and personal life (Garcia, 2000). Given the importance of the early years of the faculty appointment combined with the documented frustrations of new faculty during these years, questions arise regarding the effectiveness of the socialization of scholars into successful role performance, and in particular, the role of faculty (Tierney & Bensimon, 1996). This roundtable discussion seeks to provide insights into the socialization of prospective faculty members as well as new faculty in an attempt to move the academy towards preparing minorities for entering and succeeding in the professoriate.  The purpose of this roundtable discussion is to discuss strategies related to the successful transition of minority scholars into the academic profession. The goal of the session is to explore critical issues surrounding the representation of minorities in the professoriate for the purposes of defining solutions to bring about greater success for positioning new minority faculty members in the future. This discussion will focus on educational issues and challenges from three contemporary perspectives: (1) Socialization in Graduate School (Preparation for faculty roles); (2) Socialization to Academic Departments (Adjusting to the faculty role); and (3) Socialization to the Profession (Becoming a Scholar).  Presenters  Johnny D. Jones, II, Ed.D. is the Director of Recruitment and Retention/Higher Education Administration Faculty at Washington State University. In addition, he is the chair of the Diversity Committee, College of Education partnership liaison with Langston University and Mississippi Valley State University, and also directs the Future Teacher of Color and Future Leaders of Color Programs. Dr. Jones graduated from Mississippi Valley State University, earned his Masters degree from Springfield College in Springfield, MA and his Doctorate from Berne University, Basseterre, St. Kitts, West Indies.  Willie J. Heggins, III, Ph.D. is an Assistant Professor in the Department of Educational Leadership/ Counseling Psychology. Dr. Heggins is co-director of UP AL (University Partner for Academic Leadership) and the education leadership partnership with  Thailand. In addition, Dr. Heggins is on the leadership team of BOT A (Brothers of the Academy). Dr. Heggins graduated from South Carolina State University, earned his Master and Doctorate degrees from Iowa State University.  Michelle Williams, M.S. is a graduate student in Higher Education Administration! Graduate Assistant in Student Services. Ms. Williams coordinates MGSO (Multicultural Graduate Student Organization) and the FTOC/FLOC programs. Ms. Williams earned her Bachelor and Master degrees from University of Illinois.   

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1004&amp;context=pocpwi8

Reaffirm to Affirm: Enhancing Minority Faculty Development at the PWI

Abstract

Similar works

Full text

Available Versions

UNL | Libraries

DigitalCommons@University of Nebraska