| This qualitative study used socialization theory to examine the factors associated with an undergraduate research program designed to prepare students of color for faculty careers. By participating in an undergraduate research program, participants indicated they had the academic ability and positive attitudes needed to pursue high prestige careers in and out of the academy.;Non-programmatic factors examined were individual background characteristics (e.g., race, ethnicity, socio-economic status), educational discrimination, and career aspirations. Findings revealed contrasting norms associated with racial and ethnic identity among the participants in this study. Four programmatic factors examined were mentors, peers, finances, and research experience. Faculty mentors shared their research expertise, but participants only gained a one-dimensional view of the academic profession. The tenure process created uncertainty in pursuing entry-level faculty positions for advanced doctoral students. Participants valued peer relationships in community building with other doctoral students of color.;This dissertation provides several policy recommendations for improving the operation of minority faculty preparation programs. For example, I urge programs to incorporate race and ethnicity into the program's intellectual profile and curricula. I also recommend mentoring be recast and research training be restructured. |
