8.2 LA DISTRIBUCIÓN LAS IMPORTACIONES DE VIETNAM POR PRODUCTOS

Findings

Introduction

This chapter presents the findings of the analyzed data that was collected

throughout the duration of the research process. The documents that were reviewed and analyzed included the following: interview transcripts, resumes, archival records, and memos. To provide a context for the reader, this chapter begins with providing socio- demographic data of the participants in this study. Given that the African American male SSAOs in this study were prompted to share their personal stories as they relate to their experiences with racism at PWIs, protecting their identity was of central importance. Consequently, extra precautions were taken during the presentation of their personal characteristics, the institutions they worked for, and the types of positions they held. After providing the participant and institutional profiles, a case-by-case analysis of the participants’ interview responses are presented and organized by the four major research questions. The next section presents the themes that emerged as a result of a cross-case analysis and they are also organized in alignment with the major research question it answers. A chapter summary concludes Chapter 4.

The purpose of this study was to explore how African American men who are employed as Senior Student Affairs Officers (SSAOs) make meaning of their lived experiences at Predominately White institutions of higher education (PWIs). The

conceptual framework of this study was grounded in critical race theory (CRT). CRT is a race-based methodology that not only works to expose racism and processes of

racialization, but it also works to give voice to differing discourses that seek social change (Pillow, 2003). In addition to CRT, Van Manen’s Lifeworld Existentials served as an analytical lens to make meaning of the participants’ experiences. The four

lifeworld existentials of lived space, lived body, lived time, and lived human relation inform the life experiences of all human beings.

This main question that guided this research was the following: How does the intersection of race and gender influence the experiences of African American men as they advance to SSAO positions at PWIs? In addition, four sub-questions were investigated:

1. How do African American male Senior Student Affairs Officers describe their social and academic experiences at PWIs?

2. How do African American male Senior Student Affairs Officers describe their experiences with racism at PWIs?

3. How do African American male Senior Student Affairs Officers describe their responses to racism at PWIs?

4. What factors do African American male Senior Student Affairs Officers employed at PWIs perceive as most salient to their success and/or failure?

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Profile of Participants

The resumes that were collected from each African American SSAO in this study were analyzed within and across cases. The information gleaned from this analysis provides the reader some useful background information that can be considered as the findings are critically reviewed. As it was briefly stated in the introduction of this chapter, it was extremely important for the identity of the participants in this study to be protected. This researcher made this decision considering the fact that only 1.2% of all SSAO positions are held by African American men and women (Jackson, 2003a). Presenting participants’ personal characteristics in great detail could potentially reveal the identity of one or more of the participants in this study. Consequently, select socio- demographic variables of the ten African American SSAOs in this study are discussed and presented in frequency tables without isolating any one participant (See Table 13 and Table 14). In addition, their socio-demographic characteristics are not linked to their narratives.

All of the participants in this study met the predetermined criteria for inclusion in this study and they functioned in the role as Chief Student Affairs Officer or SSAO. Although SSAO titles varied by institution, every participant in this study held the rank of Vice President or higher. The participants ranged between 37 and 64 years of age. The average age in this group was 53 years of age. Eight of the participants attended predominately White institutions (PWIs) for their undergraduate study, while two of the participants attended Historically Black Colleges and Universities (HBCUs). The two participants who attended HBCUs eventually received a graduate degree from a PWI. All ten African American SSAOs held a terminal degree—eight earned a Ph.D. and two

earned an Ed.D. Nine of the participants held terminal degrees related to higher education administration and one held a terminal degree that was not related to higher education administration.

The years of experience working in higher education for this group of African American SSAOs ranged between 15 and 39 years. The combined higher education work experience for this group was 278 years. Four of the participants had between 35 and 39 years of higher education work experience, four had between 20 and 29 years of higher education work experience, and two had from 15 to 19 years of work experience (see Table 13). Seven of the participants held faculty appointments in addition to functioning as a SSAO. One participant in this study worked at one PWI for the duration of his career. Eight of the participants in this study had experience working in at least five different PWIs throughout the course of their careers. The participants in this study had a combined work experience at 56 different PWIs which are located in 20 different states and located in the Midwest, Northeast, South, and West United Sates regions. Seven of the African American SSAOs in this study had experience working in between four and five states. Table 13 highlights select characteristics of the participants in this study.

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Table 13

Socio-demographic Variables by Education and Work Experience

Socio-demographic variables Frequency (f)

Age 35-39 40-44 45-49 50-54 55-59 60-64 1 1 2 4 2 Undergraduate Institution Attended

HBCU PWI 2 8 Degree Held Ph.D. Ed.D. 9 1 Higher Education Administration Degree Held

Yes No

9 1 Years of Experience in Higher Education

15-19 20-24 25-29 30-34 35-39 2 1 3 0 4 PWIs Worked at in Career

1-2 3-4 5-6 7-8 1 1 5 3 States Worked at in Career

1 2 3 4 5 1 1 1 3 4

The participant’s experience as it relates to the SSAO position(s) they have held are highlighted in Table 14. As indicated in the Table 14, six of the participants had more than 10 years of experience as an SSAO and four of the participants had less than 10 years of experience as an SSAO. Seven of the participants in this study also had faculty appointments in addition to their SSAO positions. Four of the participants had

experience working as a SSAO at more than one PWI. The institutional type is listed according to the basic and size classification system established by the Carnegie

Foundation for the Advancement of Teaching (2008). The variables provided insight into the types of institutions that the African American males served as SSAOs throughout their careers. Five of the participants were SSAOs at research universities with high to very high research activity. Three participants were employed as SSAOs at master’s universities with medium and larger programs. One of the participants was employed at a baccalaureate college and one participant had experience as an SSAO at a doctoral research university. The sizes of the institutions ranged from small to large. Seven of the participants were currently (or recently) employed at large four-year institutions (at least 10,000 degree-seeking students). Two participants were employed at medium four-year institutions (3,000 to 9,999 degree-seeking students), and one participant was employed at a small four-year institution (1,000 to 2,999 degree-seeking students). The African American population of the cities in which the PWIs were located in are also highlighted in Table 14. Two participants currently or most recently served as SSAOs in cities that consisted of between 1% and 9% African American residents. Four of the participants served as SSAOs in cities that consisted between 30% and 49%. Three of the participants were SSAOs in cities that consisted of an African American population between 10% and

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29%. Table 14

Socio-demographic Variables Specific to SSAO Position Held

Socio-demographic variables Frequency (f)

Years Experience as SSAO 0-4 5-9 10-14 15-19 20-24 2 2 4 1 1 Faculty Appointment as SSAO

Yes No

7 3 Number of Institutions as SSAO (current)

1 2 3 6 2 2 Institutional Type by Carnegie Classification-Basic (over career) Research University (Very High)

Research University (High) Doctoral Research University Master’s (Larger Programs) Master’s (Medium Programs) Baccalaureate Colleges 3 2 1 1 2 1 Institutional Type by Carnegie Classification-Size (current) Large four-year Medium four-year Small four-year 7 2 1

African American Population of City Where Employed as SSAO (over career) 1%-9% 10%-19% 20%-29% 30%-39% 40%-49% 3 1 2 3 1

Case-by-case Presentation of the Findings

This section provides the results of the case-by-case analysis of the 10 African American male SSAOs that participated in this study. As it was mention in the

introduction of this chapter, the personal characteristics of the African American males will not be provided on a case-by-case scenario. This decision was made in an effort to prevent personal accounts of the participants’ experiences from being linked to a particular SSAO. This researcher felt as though providing detailed socio-demographic variables could potentially lead to the identification of a particular SSAO’s identity and put him at undue risk. Pseudonyms are utilized to protect the identity of the participants and any other person they mentioned in their interview. In addition, the names of the PWIs that they make reference to are omitted to protect the university’s identity. The findings for each case are structured in the same manner. The case begins with how the participants describe their social and academic experiences at the PWIs that they have worked for throughout the course of their respective careers. This researcher then

discusses their experiences with and responses to racism. Next, I will present factors that these African American SSAOs present as salient to their success and/or failure. Where relevant, I will also present relevant findings that were the result of responses obtained from the unstructured segments of the interviews.

Participant 1: Lifting Bruce’s Voice