The Lived Experiences of African American Development Administrators At Public Universities

Abstract

Abstract:This study explores the lived career experiences of African American development administrators who work at public higher education institutions, with particular attention to factors of recruitment, engagement, and retention, as well as perceptions of efficacy regarding these efforts. Jerlando Jackson's ERA model is used as the theoretical framework and provides a guide to inquiry. Qualitative interviews with selected participants reveal six primary themes, which have to do with (1) the pipeline into the profession, (2) onboarding and investment, (3) opportunities for career advancement, (4) engagement beyond the institution, (5) career challenges related to personal demographics, and (6) personal considerations and relational/family issues. Recommendations are provided to promote the diversification of the development profession and further the research agenda on this topic.