Representation matters: the ways in which African American faculty support African American students in higher education

This dissertation takes a closer look at the representation of faculty of color in higher education and how it affects student success and experiences. Specifically, African American students were asked about their experience being taught by and working with African American faculty. The goal was to determine whether representation in higher education mattered to students, their needs, experiences, and academic success. ? The data was collected by interviewing student who attended a four-year public university in Southern California. Students were asked to share their experiences and opinions of the presence of African American faculty on their campus and in what ways, if any, did it influence their overall experience. ? The findings of the study revealed that there is a need for more students to be taught by faculty they can relate to cultural, academically, and socially. The study also revealed that the presence of faculty is almost not existent at this university, but has a powerful impact on students, their ability to persist and their sense of belonging. The findings of this study bring to light the need for more research on the topic of cultural representation in higher education. It is also revealed that the issue of a diverse faculty population is not limited to this university.