Reference no: EM131549322

Question: module 3 dq 1 argument Deliah

In the article, Differences in Black faculty rank in 4-year Texas Public Universities: A multi-year analysis by Jones and Slate (2014)discussed how many institutions of higher education convey their commitment to achieving a more equitable representation of faculty of color, Black faculty in particular, these institutions continue to be dominated by White males. The research revealed that Black faculties were not equitably represented in Primary White Institutions and their numbers were enormously disproportionate to that of Black students. To address the question of whether overtime 4-year public universities were targeting Black faculty members for recruitment and retention through effective diversification methods. Jones and Slate (2014) performed a non-experimental quantitative research design for this study. Study participants included 38 4-year public universities for which archival data were accessible at the THECB accountability system website (http:www.txhighereddata.org/Interactive/Accountability/).

Next, from the THECB website, the number of Black Assistant Professors, Black Associate Professors, and Black Full Professors at each 4-year public university in Texas for the 2005 through the 2011 academic years were downloaded. Next, the total number of Assistant Professors, the total number of Associate Professors, and the total number of Full Professors at each 4-year public university in Texas for the 2005 through the 2011 academic years were downloaded. These files were downloaded as Excel files and then converted into Statistical Package for the Social Sciences (SPSS) data-files where the percentages of Black faculty at each rank over the course of six academic years were then calculated. Thus, this article was categorized as a non-experimental research design, because the researchers performed a multi-year statistical analysis to determine the extent to which Black faculty members employed at public 4-year universities in Texas had changed from 2005 through the 2011 academic year. Last, articles in my field of study do not fall into this category, because my study is not quantitative, it is a phenomenological qualitative study.