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Supporting Graduate Students of Color in Educational Administration Preparation Programs: Faculty Perspectives on Best Practices, Possibilities, and Problems

University Council for Educational Administration (UCEA)

Jeffrey S. Brooks

Department of Educational Foundations, Leadership, and Technology at Auburn University

Overview: This article presents findings from a study that examined faculty perspectives on how individual faculty members and institutions support graduate students of color in educational administration preparation programs.

Purpose: The purpose of this study was to identify strategies that faculty members and institutions employ to support graduate students of color. The authors were also interested in understanding challenges that face individuals and institutions as they seek to provide such support.

Data Sources: Data were collected through a series of focus group sessions and from individual interviews conducted with a diverse sample of faculty members during a 3-year period.

Findings: Findings suggested that effective support for graduate students of color in educational administration preparation programs entails proactive yet thoughtful, individual, and institutional work in four areas: (a) recognizing and engaging issues of race in educational administration preparation programs, (b) effective and race-sensitive mentorship, (c) creation and sustenance of multi-tiered and multi-purpose support networks, and (d) establishment of formal and informal support structures.

Key Words: administrator preparation • graduate students of color • race and educational administration

This version was published on August 1, 2008

Educational Administration Quarterly, Vol. 44, No. 3, 391-423 (2008)
DOI: 10.1177/0013161X08315270


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