African American female professors hold prominent, influential roles inside and outside university settings. In universities, professors are impactful mentors and role models influencing students' academic dispositions and outcomes (Zinn & Walker, 2018; Hine & Thompson, 1998). In communities, they provide meaningful scholarship that influences academic, workplace, and extracurricular equity and advancement opportunities (Njoku & Patton, 2017; Evans, 2016; Cooper, 2006). The current study investigates the individual aptitude, school/instruction , and environmental factors influencing African American females' life-span academic talent development. A mixed-method research approach, including a structured interview protocol and online survey, is used to investigate study participants' early to professional year development. Findings showed that tenure and tenure-track professors result from the various opportunities, supports, and resources aiding their academic talent development. Additionally, findings showed the essential role family members/caregivers, mentors, quality schools, and instruction play in developing their academic talent. Therefore, parents/caregivers, educators, and policymakers should provide equitable early access to conducive learning environments emphasizing academic talent development across individuals’ early academic, college, and professional years.
","abstract_html":"<p>African American female professors hold prominent, influential roles inside and outside university settings. In universities, professors are impactful mentors and role models influencing students' academic dispositions and outcomes (Zinn & Walker, 2018; Hine & Thompson, 1998). In communities, they provide meaningful scholarship that influences academic, workplace, and extracurricular equity and advancement opportunities (Njoku & Patton, 2017; Evans, 2016; Cooper, 2006). The current study investigates the individual aptitude, school/instruction , and environmental factors influencing African American females' life-span academic talent development. A mixed-method research approach, including a structured interview protocol and online survey, is used to investigate study participants' early to professional year development. Findings showed that tenure and tenure-track professors result from the various opportunities, supports, and resources aiding their academic talent development. Additionally, findings showed the essential role family members/caregivers, mentors, quality schools, and instruction play in developing their academic talent. Therefore, parents/caregivers, educators, and policymakers should provide equitable early access to conducive learning environments emphasizing academic talent development across individuals’ early academic, college, and professional years.</p>","abstract_has_math":false,"creators":["Marshall Harper, Kenya"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Dina Maramba","Linda Perkins"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:22Z","subjects":["African American female faculty","Talent development","African American Studies","Educational Leadership","Women's Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/597","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dina Maramba","Linda Perkins"]},{"key":"dc:creator","label":"Author","values":["Marshall Harper, Kenya"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-11-08T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American female faculty","Talent development","African American Studies","Educational Leadership","Women's Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/597"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["African American female professors hold prominent, influential roles inside and outside university settings. In universities, professors are impactful mentors and role models influencing students' academic dispositions and outcomes (Zinn & Walker, 2018; Hine & Thompson, 1998). In communities, they provide meaningful scholarship that influences academic, workplace, and extracurricular equity and advancement opportunities (Njoku & Patton, 2017; Evans, 2016; Cooper, 2006). The current study investigates the individual aptitude, school/instruction , and environmental factors influencing African American females' life-span academic talent development. A mixed-method research approach, including a structured interview protocol and online survey, is used to investigate study participants' early to professional year development. Findings showed that tenure and tenure-track professors result from the various opportunities, supports, and resources aiding their academic talent development. Additionally, findings showed the essential role family members/caregivers, mentors, quality schools, and instruction play in developing their academic talent. Therefore, parents/caregivers, educators, and policymakers should provide equitable early access to conducive learning environments emphasizing academic talent development across individuals’ early academic, college, and professional years.
"]},{"key":"dc:title","label":"Title","values":["African American Women in the Academy: Meaningful Pathways to Productive Careers"]}]}],"canonical_facts":{"dc:contributor":["Dina Maramba","Linda Perkins"],"dc:creator":["Marshall Harper, Kenya"],"dc:date.available":["2023-11-08T08:00:00Z"],"dc:description.abstract":["African American female professors hold prominent, influential roles inside and outside university settings. In universities, professors are impactful mentors and role models influencing students' academic dispositions and outcomes (Zinn & Walker, 2018; Hine & Thompson, 1998). In communities, they provide meaningful scholarship that influences academic, workplace, and extracurricular equity and advancement opportunities (Njoku & Patton, 2017; Evans, 2016; Cooper, 2006). The current study investigates the individual aptitude, school/instruction , and environmental factors influencing African American females' life-span academic talent development. A mixed-method research approach, including a structured interview protocol and online survey, is used to investigate study participants' early to professional year development. Findings showed that tenure and tenure-track professors result from the various opportunities, supports, and resources aiding their academic talent development. Additionally, findings showed the essential role family members/caregivers, mentors, quality schools, and instruction play in developing their academic talent. Therefore, parents/caregivers, educators, and policymakers should provide equitable early access to conducive learning environments emphasizing academic talent development across individuals’ early academic, college, and professional years.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/597"],"dc:subject":["African American female faculty","Talent development","African American Studies","Educational Leadership","Women's Studies"],"dc:title":["African American Women in the Academy: Meaningful Pathways to Productive Careers"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:40:22Z"}