First Advisor

Christine Cress

Date of Publication


Document Type


Degree Name

Doctor of Education (Ed.D.) in Educational Leadership: Postsecondary Education


Educational Leadership and Policy




Minority college teachers -- Cross-cultural studies, Multiculturalism -- Study and teaching, Intercultural communication -- Study and teaching



Physical Description

1 online resource (vi, 173 p.)


Utilizing Boyer's (1990) four scholarship functions of professorial engagement and Wilber's (1998) four frames of organizational context, this inquiry examined faculty of color's experiences at a primarily White urban research university in their pursuit of facilitating students' intercultural competence. Specifically, through narrative inquiry, the study examined institutional factors associated with faculty of color's ability to integrate an intercultural competence focus in their scholarship of discovery, scholarship of integration, scholarship of engagement, and scholarship of teaching. Results indicate that research participants are strongly committed to the teaching, learning, community engagement, and scholarship of intercultural competence. However, institutional emphasis on the scholarship of discovery has forced them to invest most heavily in the scholarship of discovery rather than the other three functions of the professoriate. Moreover, while intercultural competence appears to be an institutional value, no specific definition exists and no intercultural performance criteria are outlined in promotion and tenure policies. Recommendations for supporting faculty of color's intercultural endeavors across the four functions of scholarship are framed in explicit organizational policies that affect implicit organizational norms, including: formal mentoring, equitable teaching and committee loads, and integration of intercultural competence into the institutional mission with attendant promotion and tenure criteria.


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Portland State University. Dept. of Educational Leadership and Policy

Persistent Identifier