School of Nursing
black, faculty, lived experience, nurse
Diversity in the United States (US) has been increasing at a rapid rate. Concerns regarding the healthcare outcomes of minority patients and the success rates of minority students have been documented during the past decade. In addition, recruitment and attrition rates of minority nurse faculty increased over this same period. While discrimination, little opportunity for tenure and promotion, and isolation have been issues noted in previous literature regarding Black faculty, research on these topics is lacking. Therefore, a hermeneutic phenomenology study was conducted to explore the meaning of the lived experience of Black nurse faculty employed in predominately White schools of nursing (PWSON) throughout the US. Open-ended and in-depth telephone interviews were completed with 15 participants. Data were analyzed using the methodological approach described by Cohen, Kahn, and Steeves (2000) and revealed four major themes including: cultural norms of the workplace, coping with improper assets, life as a ‘Lone Ranger’, and surviving the workplace environment. Findings from this study provided insight in understanding the meaning that Black nurse faculty give to their experiences of working in PWSON and indicate that this group continues to face negative experiences similar to past literature. Results from this study suggest that better communication and proper respect from students, colleagues, and administrators are necessary. Current findings enable nurse leaders to assess the barriers that limit the success of Black faculty, evaluate curricula to improve cultural competence, develop mentoring programs, and revise departmental policies and procedures. Future research should replicate this study to focus more extensively on possible regional and gender differences, Black faculty employed in historically Black colleges and universities, and the experiences of White and other minority faculty in PWSON.
Whitfield-Harris, L. (2016). The Lived Experience of Black Nurse Faculty in Predominately White Schools of Nursing (Doctoral dissertation, Duquesne University). Retrieved from http://ddc.duq.edu/etd/112