University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1981 Institutional determinants of equality and parity in the academic marketplace for black men and black women administrators. Thelma Olivia Griffith-Johnson University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Griffith-Johnson, Thelma Olivia, "Institutional determinants of equality and parity in the academic marketplace for black men and black women administrators." (1981). Doctoral Dissertations 1896 - February 2014. 3672. https://scholarworks.umass.edu/dissertations_1/3672 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. INSTITUTIONAL DETERMINANTS OF EQUALITY AND PARITY IN THE AC/iDEMIC MARKETPLACE FOR BLACK MEN AND BLACK WOMEN ADMINISTRATORS A Dissertation Presented by THELMA OLIVIA GRIFFITH-JOHNSON Submitted to the Graduate School of the Universiry of Massachusetts in partial fulfillment DOCTOR OF EDUCATION MAY ,1981 Education THELMA OLIVIA GRIFFITH- JOHNSON All Rights Reserved INSTITUTIONAL DETERMINANTS OF EQUALITY AND PARITY IN THE ACADEMIC MARKETPLACE FOR BLACK MEN AND BLACK WOMEN ADMINISTRATORS A Dissertation Presented by THELMA OLIVIA GRIFFITH- JOHNSON Approved as to style and content by: ] Chairperson / Arthur Eve, Ph.D., Member School of Education iii DEDICATION This most important effort of my professional life is dedicated to my parents Edward Berkley and Naomi Stella Niles Griffith and my maternal grandmother Olive Helen King Niles They were and are my foundation. ACKNOWLEDGEMENT The insights of Barbara Maze, M.Ed., of Boston University generated my first interest in the subject matter of this dissertation. My sustained interest and involvement can be credited to the concern of a host of persons who have been sources of intellectual stimu- lation, direct resources, and moral support. There are so many persons that this space is too limited to name them all. Of these numerous persons who have sup- ported and encouraged me, I am first, profoundly indebted to the members of my Committee. First among them is Dr. Ernest Washington, my Chairperson. Dr. Washington has continuously demonstrated a comprehensive understanding of my professional interest in the field. Through these many months he has made himself readily available to me for counsel and guidance. I am espe- cially appreciative of his generosity and the high stan- dards he set during the most trying period of this endeavor. He has been a teacher, friend and colleague. I shall forever cherish the experience of having worked with him. Dr. Ernest Lynton, has given of that firm and quiet strength and the meticulous queries of his excel- lent intellect which served so often to fill the gap. V . He offered me critical intellectual examination which was never punitive, which preserved my personal and pro- fessional dignity and stimulated my thought processes. His presence of my committee has been the source that motivated me to continue, and he was the source which stoodfast, when all else appeared to fail. I am humbly and deeply grateful for having known Ernest Lynton. Dr. Arthur Eve provided the atmosphere and exchange of dialogue which prodded me into an exploration of the complexities of the issues. He repeatedly took time from his very busy schedule to call to my attention addi- tional basic literature such as The Discovery of Grounded Theory and other works of which he has an encyclopedic comprehension There are others. Special thanks to Howard and Charlotte Stewart, Dr. Earl Farrow, Dr. Henry Eng, Alex Popoff, Dr. James DeShields, Dr. Robert Munzinrider, Levi and Clea Hollis, Thelma Price, Margo Allen, Maritza Tascon, and Elmo Brown for their help in a variety of ways. For having assisted me with the editing, I am particularly grateful to my nephew, Kevin Edward Brunson a/k/a Kaaba, and to my friends Emily and Majid Allen. VI To Betty Hunt and Debbie Desmond, I extend my many thanks for their courtesy and concern. Last, but certainly not least, for their love and faith, patience and perserverance, my profoundest gratitude belongs to my children, Elissa and Laura, and to my lifelong friends, Sonia Ellis Alston, Thelma Erica Burke, and Richard Snipe. Vll abstract This study has been generated by the suggestions made in the works of Wagstaff and Moore, R. Johnson and R. Freeman, who have offered debatable and controversial conclusions with regard to the characteristics of heirar- chial placement of Black men and Black women in pre- dominantly White institutions of higher education. R. Johnson (1972) and Moore and Wagstaff (1975) have argued that Black administrators are token in number, ineffective and lacking in power. Freeman (1976) believes that Black administrators are effective change agents and their power and influence are of maximum importance. These suggestions and conclusions were impressionistic. Therefore, the purpose of the study has been to refine their crude hypotheses through a field study and an empirical measurement of the terms and conditions of employment of Black male and female adminis- trators working in White colleges and universities in Pennsylvania. A questionnaire was circulated to a sample of (N=71) of male and female administrators from public and private institutions. A variety of descriptive and in- ferential statistical techniques, namely t-test, chi Square Vlll and Discriminate Analysis were used to measure the responses given by the sample population. The major findings were: Private and public goverance of White institu- tions of higher education have significant bearing on the terms and conditions of employment of Black adminis- trators. Sex has significant bearing on the terms and conditions of employment in the areas of salary and previous administrative training. The greatest significant differences were found when sex and the type of institution in which Black administrators work were cojoined. Significant dif- ferences were found in the area of control of program planning, salary, attitude with regard to program bud- get, job description, prior experience and prior adminis- trative training. ix TABLE OF CONTENTS ACKNOWLEDGEMENT v Chapter I. INTRODUCTION 1 Scope and Purpose 1 Statement of the Problem 1 Theoretical Aspects 3 Definition of Terms 8 II. DESIGN AND METHODOLOGY 11 Research Population 12 Development of the Research Instrument .... 12 Research Process 12 Field Tests 13 Field Test One 13 Field Test Two 14 Field Test Three 14 Final Form of Research Instrument 14 Experimental Variables 15 Statistical Methods 16 Significance of the Research 18 Statement of Hypotheses 19 III. THE GROWTH OF AMERICAN SOCIAL AND EDUCATIONAL POLICY; 1619 - 1979 American Social and Educational Policy; Their Relevance to and Affect on the Black Experience 24 The Development of the Educational Bureaucracy: Its Relationship to Industry and Its Effect on Stratification ’ ‘ ’ 58 of Americans * National and International Events Leading to the Admittance of Black Administrators into White Colleges and Universities 98 Black Administrators in White Educational Institutions 105 The Role, Function and Status of the Administrative Hierarchy Within the College • 126 or University as a Corporate Entity . Charter as an Instrument of Corporate 129 Public Control X TABLE OF CONTENTS Chapter IV. ANALYSIS OF DATA 147 Major Premise I Major * * ’ 148 Premise II ! ! Major Premise ! 1 1 153 III ...!!!!!]]** 156 V. THE STATE OF THE ART FOR BLACK ADMINISTRATORS IN PREDOMINENTLY WHITE COLLEGES IN THE COMMONWEALTH OF PENNSYLVANIA 159 Black Administrators; Their Present Status 160 Terms and Conditions of Employment: The Sex Differential 167 Institutional Governance; The Sex Differential 173 Recommendations 187 Summary 190 BIBLIOGRAPHY 193 APPENDIX . 202 LIST OF TABLES Comparison of Selected Responses by Black Administrators Concerning Terms and Conditions of Employment in Predominently White Private and Public Institutions of Higher Education in the Commonwealth of Pennsylvania 152 Comparisons Between the Terms and Conditions of Employment of Black Male Administrators and Black Female Administrators Employed by the Predominently White Four Year Colleges and Universities of the Commonwealth of Pennsylvania , 155 Step-Wise Discriminant Analysis for Specific Characteristics of Terms and Conditions of Employment of Black Male and Black Female Administrators in Predominantly White Public and Private Institutions of Higher Education 158 Distribution of Full-time College and University Administrators by Race and Selected College Designation 203 Percentages of Full-time College and University Administrators by Race and College Type 20 8 Comparisons Between Responses from Black Male Administrators and Black Female Administrators Employed by Predominently White Public and Private Institutions of Higher Education Regarding Specific Items of Terms and Conditions of Employment 209 xii ILLUSTRATIONS Figure 1. Distribution of Administrators Employed by Predominantly White Senior Colleges and Universities in the Commonwealth of Pennsylvania by Race and Sex 210 2. Size of College or University by Student Population and Percentage of Administrators 211 Appendix B-1 Constitution of Pennsylvania 212 B-2 Pennsylvania Laws