Journal of Texas Women School Executives; Volume 7, Issue 1

Navigating Pathways: We Dream It, We Believe It, We Claim It – From the Principalship to the Professoriate Dr. Stephanie Atchley, Tarleton State University Dr. Jennifer Bailey, University of Texas at Arlington Dr. Teresa J. Farler, Texas A&M Commerce Dr. Forrest Kaiser, University of Texas at Tyler Dr. Juanita Reyes, Tarleton State University Dr. Ron Rhone, Tarleton State University Abstract This collection of essays examines the lived experiences of six assistant professors and their journey from the principalship to the professoriate. While each professor has taken a different path to the professoriate, there are commonalities in each of their stories. Utilizing five questions from Lindholm (2004), these professors share how they have overcome barriers and offer advice to those exploring a career in higher education.

Key Words: professoriate, principalship, career pathways, mentor Introduction In her article, Pathways to the Professoriate: The Role of Self, Others, and Environment in Shaping Academic Career Aspirations, Jennifer Lindholm, (2004) examined five questions that shaped the decisions of different individuals to pursue their pathways to higher education. Today, the questions remain relevant as we continue to strengthen inclusion and diversity among faculty in higher education. One person’s story gives hope to another. If we can dream it, then we can achieve it.

Pathways to the professoriate are not without barriers. Johnson, Boss, Mwangi & Garcia (2018) noted that connections students make with one another and mentors in the field during graduate study play an integral part to their initial pursuit of the professoriate. When graduate students experience negative messages about their ability from their graduate professors, they struggle to progress and complete a doctoral degree program (Williams, Burnett, Carroll & Harris, 2016).

Johnson, Robinson, Staples & Doud (2016) emphasized the importance of building a network of support including peers, early career faculty, and mentors within higher education who show support for their career goals. Likewise, Williams et al. (2016) found stronger retention rates when students were able to manage expectations of the doctoral program, demonstrate self-advocacy when help was needed, and identify and connect with a mentor. Graduate students who were successful in making these connections during the doctoral program are more likely to engage in these types of practices as faculty members. Fries-Britt and Turner-Kelly’s (2005) examination of the relationship formed between graduate students and early career faculty members demonstrates the significance placed on creating a community to survive and maintain status in a higher education environment.

This article examines the lived experiences of six assistant professors and their pathway from principalship to the professoriate. Each participant addressed five questions adapted from Lindholm (2004): 75 | J O U R N A L O F T E X A S S C H O O L W O M E N E X E C U T I V E S