Since the late 1960s, there has been a substantial increase in the number of senior-level African American administrators at traditionally White institutions. However, I contend that this increase conveys a partly false perception, and that perception leads one to believe that a goal of higher education -- racial equalization -- has been achieved.
There are more African American administrators, but they tend to be in positions that lack power and authority. Their job titles -- such as manager or director of minority affairs -- and responsibilities have exclusively concentrated on monitoring the academic progress of minority students. These positions have often been outside the periphery of traditional administrative power and opportunity, and have been classified as "staff" rather than "line" positions (managerial positions that are part of the formal administrative hierarchy of the university). Although staff positions have carried no real power and authority, their responsibilities still are vital to minority students and most affairs of governance.
In a recent study conducted at George Washington University in Washington, D.C., titled Roles and Activities of Senior [ever African American Administrators at Majority Institutions, the type of positions and job responsibilities held by African American administrators are carefully reviewed, categorized, and delineated.
The study reports that eighty percent of the senior-level administrative positions held by African Americans (in the more than 200 traditionally White institutions contacted) are in student or multicultural and minority affairs. The remaining 20 percent include vice presidents for academic affairs, human resources, research and technology, and graduate studies; and deans of schools of liberal and fine arts, and education. There were no African American administrators listed as senior financial officers.
Findings from this study give the perception that in ascending to the levels of vice president of student and multicultural affairs, African Americans have substantially advanced their standing from the mid-level program managers of the 1960s and 1970s. However, they are still recipients of problems and issues generated from managing minority affairs. But as line officers, they are in an advantageous position to advocate for the recruitment and retention of minority students and faculty.
