The Bottom Line is More African Americans Need Ph.D. Degrees

In 1997, there were 27,668 terminal degrees awarded in higher education.  Only 1,335 African Americans received Ph.D. degrees, representing only 4.8% of the total Ph.D. degrees awarded.  Even more discouraging is the fact that the number of African-American men achieving Ph.D. degrees has dropped or remained relatively stagnant over the last three years.  In 1995, 490 or 1.8% of Ph.D. degrees were awarded to African-American men.  In 1996, there were 535 or 1.9% and in 1997, there were 527 or 1.9%.  African-American women continue to outnumber African-American men in obtaining terminal degrees.  During 1995, 1996, and 1997, African-American women achieved 819 or 2.9%, 780 or 2.8%, and 808 or 2.9% terminal degrees respectively.  A significant decline in the number of professors in the academy is predicted given the low number of African-American men and women being awarded terminal degrees.  It is imperative, then, that action be taken to increase the number of African Americans going into the professorate and to retain those currently teaching in the academy.

Many African-American academicians (Drs. Jonetta Cole, Frank Hale, Jr., the late Samuel Proctor, James Scot King, J. Herman Blake, Irving P. McPhair, Brenda Jarmon, Linda K. Jackson, Fred Humphries, Anne Pruitt, Al Yates, Cynthia Dillard, and countless others) have provided inspiration for a commitment to academic excellence without excuse.  Studying the lives of educators who have paved the way shows that future leaders of the academy have a tremendous challenge to keep the vision alive.  To respond to the challenge, African-American professors and aspiring professors should embrace a purpose that is inextricably interwoven with a work ethic, which directs their daily activities.  More specifically, they should (1) develop a plan for maximizing each work day, (2) engage in strategic networking to assist with personal and professional growth-contrary to popular belief, no one reaches the pinnacle of one’s success simply because of who one is, (3) create a personal organizational climate that allows for time to meet the multiple and often competing roles during the workday, (4) return calls within a timely manner-within thirty-six hours after receiving them, and finally (5) not procrastinate but fulfill commitments in a responsible manner.

Although these goals seem achievable, one would be amazed at the number of people who fall short of accomplishing them.  African-American professors and aspiring professors can be viewed as both W.E.B. DuBois’ Talented Tenth and Booker T. Washington’s Hope for Our Future.  It is necessary to affirm their visions through purposeful actions. Embracing the aforementioned goals engages one in intrinsic motivation and self-empowerment.  Finally, the changing dynamics in higher education make it imperative to develop and utilize a spiritual base to guide one through the maze of academic hazing.  After all, when it is all said and done, the bottom line is still results, and anything else is simply rhetoric.

Dr. Lee Jones is the associate dean for Academic Affairs and Instruction, and associate professor of Educational Leadership at Florida State University.