The Holmes Scholars Network
A Study of the Holmes Group Initiative for Recruitment and Retention of Minority Faculty
Bibliographic Data
| ID | 4307154 |
|---|---|
| Authors | Karen Sunday Cockrell (University of Missouri), Rosalita D Mitchell (University of New Mexico), Julie N Middleton (University of Missouri System), N Jo Campbell (Oklahoma State University) |
| Year | 1999 |
| Volume | 50 |
| Issue | 2 |
| Pages | 85-93 |
| Publication date | 1999-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/002248719905000202 |
| OpenAlex | W2149628894 |
| Language | EN |
| Citations received | 3 |
| References cited | 17 |
Advocates for restructuring K-12 education recognize the link between effective teachers and student learning (Lewis, 1989). Effective teachers must address the needs of all children in a K-12 student population that is growing more diverse (Nieto, 1996) even as teachers are becoming less so (Ladson-Billings, 1991). Although the cultural distance between teachers and students continues to widen, few new teachers believe their preservice education experience has adequately prepared them to teach students from cultural backgrounds unlike their own (Ashton, 1996). Preservice teachers typically experience professional education programs taught by White male professors (Ducharme, 1993). Although the American professoriate encompasses numerous disciplines and reflects different backgrounds, attitudes, traditions, and values among its members (Bowen & Schuster, 1986), it is largely homogeneous in race and gender. Women and minority scholars remain underrepresented within the academy (Tierney & Rhoads, 1994), despite institutional efforts to recruit and retain them (Dunn, Rouse, & Seff, 1994). Women and people of color are similarly absent from the education professoriate (Ducharme, & Agne, 1989; Ducharme & Ducharme, 1996). The Holmes Group, a consortium of 96 research universities formed in 1987, has sought to improve both the preparation of teachers and the quality of K-12 schooling through research and development (Holmes Group, 1986). A primary goal of the consortium has been to increase the numbers of quality minority faculty in schools of education (Holmes Group, 1995). In 1991, the Holmes Group board of directors asked member institutions to create and maintain a network of minority students across levels of advanced study. The Holmes Scholar Network was designed to enhance minority graduate experience[s], and thus help to increase the pool of persons preparing to become faculty in schools of education and Professional Development Schools (Devaney, 1991, p. 2). In this study, we explored the perceptions of three Holmes Scholars regarding the Network's influence upon their career development. Our purpose was to identify conditions that facilitated and impeded successful entry of these Holmes Scholars into the professoriate. Two central questions guided the study: How did the Holmes Scholar experience influence the thinking of three individuals about professional roles? How does the Holmes experience affect their current roles and practice within academe? Two bodies of literature, faculty socialization and the education professoriate, form the conceptual framework for our investigation. To demonstrate the complexities inherent in the socialization process, we briefly examine relevant literature. This review focuses on aspiring academics preparing for faculty roles in research institutions. Faculty Socialization Within workplace settings, socialization processes serve to build commitment and loyalty to the organization (Schein, 1968, p. 7) as members gain knowledge of the organizational culture. Socialization of new faculty into the culture of higher education occurs in two phases, anticipatory and organizational (Tierney & Rhoads, (1994). Anticipatory Socialization In addition to grounding students in the specialized knowledge and skills associated with their given disciplines, graduate and professional schools offer aspiring faculty the first phase of intensive socialization into the academic culture (Dunn et al., 1994). As faculty apprentices (Merton, Reader, & Kendall, 1957), graduate students may gain familiarity with the attitudes, beliefs, and characteristics valued within their disciplines and by the faculty at large (Tierney & Rhoads, 1994). Thus, students may anticipate the types of roles and behaviors they must enact to succeed as faculty members (p. 23). Although graduate programs form a powerful socializing force, many novice faculty are inadequately prepared for their first faculty appointment (Whitt, 1991
Group (periodic table · Mathematics education · Medical education · Pedagogy · Sociology · Chemistry · Collaborative Teaching and Inclusion · Medicine · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Affirming diversity
Handbook of qualitative research
The Student-Physician
New faculty as colleagues
Journal of higher education
Leaving the Ivory Tower
From Inner City to Ivory Tower
Improving the Preparation of Teachers
Women and Minority Faculty Job Satisfaction
At Face Value
Qualitative Data Analysis
The Rate Study
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2003 - 2015 (13) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |