Relevant bibliographies by topics / United States Naval Academy Leadership

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'United States Naval Academy Leadership'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "United States Naval Academy Leadership"

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Michael, T. S. "The United States Naval Academy." Math Horizons 11, no. 3 (2004): 26–31. http://dx.doi.org/10.1080/10724117.2004.12021758.

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Ha, Chrysanthy, Christopher Taylor, and Jitendrakumar R. Modi. "Mass Vaccinations at the United States Naval Academy." Health Security 14, no. 6 (2016): 382–88. http://dx.doi.org/10.1089/hs.2016.0030.

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Georgieva, Nikoleta. "Comparison between the Cyber Operations Majors in the United States Naval Academy and the Bulgarian Naval Academy." Information & Security: An International Journal 46, no. 3 (2020): 311–20. http://dx.doi.org/10.11610/isij.4623.

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Schneller,, Robert J. "The First Black Midshipman at the United States Naval Academy." Journal of Blacks in Higher Education, no. 48 (July 1, 2005): 104. http://dx.doi.org/10.2307/25073254.

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Schneller, R. J. "Sea Change at Annapolis: The United States Naval Academy, 1949-2000." Journal of American History 94, no. 1 (2007): 344. http://dx.doi.org/10.2307/25094926.

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Trainor, Stephen C., Donald H. Horner, and David R. Segal. "The Enigmatic History of Sociology at the United States Naval Academy." Armed Forces & Society 35, no. 1 (2008): 106–21. http://dx.doi.org/10.1177/0095327x08323247.

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Wheeler, Brannon. "The United States Naval Academy’s Center for Middle East and Islamic Studies." American Journal of Islam and Society 24, no. 3 (2007): 133–42. http://dx.doi.org/10.35632/ajis.v24i3.1539.

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In August 2005, the Center for Middle East and Islamic Studieswas established at the United States Naval Academy in Annapolis,Maryland. This was the result of a multi-year review of the academy’scurriculum as part of far-reaching efforts under AdmiralRodney Rempt, the current superintendent, to provide a moreinternational and interdisciplinary curriculum to the students ...
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Cherpak, Evelyn M. "Book Review: Sea Change at Annapolis: The United States Naval Academy, 1949–2000." International Journal of Maritime History 19, no. 1 (2007): 454–55. http://dx.doi.org/10.1177/084387140701900188.

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Fletcher, William H. "Authentic Interactive Video for Lower-Level Spanish at the United States Naval Academy." Hispania 73, no. 3 (1990): 859. http://dx.doi.org/10.2307/344008.

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Martin, Ira H., Trevor Prophet, Christopher Owens, JennyMae Martin, and Gabe Plummer. "“Corps” leadership: a cadet perspective on shared leadership." International Journal of Public Leadership 13, no. 3 (2017): 182–89. http://dx.doi.org/10.1108/ijpl-02-2017-0009.

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Purpose The purpose of this paper is to enhance understanding of shared leadership in a military academy setting. Design/methodology/approach A qualitative methodology was selected to ask senior cadets about a shared leadership concept at the United States Coast Guard Academy, known as the “corps leading the corps.” Cadets responded to, “what does the corps leading the corps mean to you?” via a paper and pencil survey. Cadet responses were coded using content analysis. Findings Three higher-order dimensions emerged from the data: autonomy and empowerment, developing self and others, and role modeling. Originality/value The paper provides emerging leaders’ commentary to incorporating a shared leadership concept within an educational environment.
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Dissertations / Theses on the topic "United States Naval Academy Leadership"

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Healey, Daniel P. "Developing decision-making skills in United States Naval Academy Midshipmen /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHealey.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2004.<br>Thesis advisor(s): Gail F. Thomas, Janice H. Laurence. Includes bibliographical references (p. 155-158). Also available online.
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Miller, Christopher A. "The influence of leadership on morale at the United States Naval Academy." Thesis, Monterey, Calif. : Naval Postgraduate School, 2006. http://bosun.nps.edu/uhtbin/hyperion.exe/06Dec%5FMiller%5FChristopher.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, December 2006.<br>Thesis Advisor(s): Linda Mallory, Janice Laurence. "December 2006." Includes bibliographical references (p. 47-49). Also available in print.
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Thomas, Robert W. "Teaching tomorrow's leaders a comparison of leadership development at the United States Military Academy and United States Naval Academy /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA380918.

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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, June 2000.<br>Thesis advisor(s): Crawford, Alice; Thomas, Gail Fann. "June 2000." Includes bibliographical references (p. 73). Also available in print.
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Moxey, Tyrel W. "The role of the Company Officer at the United States Naval Academy." access online version, 2001. http://handle.dtic.mil/100.2/ADA395793.

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Thesis (M.S.)--Naval Postgraduate School, 2001.<br>"June 2001." Includes abstract. DTIC report no.: ADA395793. Author was part of NPS's company officers program, and was stationed at the Naval Academy while doing the research for this thesis. Full text available online from DTIC.
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Volpe, Dennis J. "Educating tomorrow's leaders today : a comparison of the officer development programs of the United States Naval Academy and the United States Air Force Academy." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FVolpe.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2003.<br>Thesis advisor(s): Alice Crawford, Jeff McCausland. Includes bibliographical references (p. 91-94). Also available online.
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Bederman, Jeanette M. "Beyond military service an analysis of United States Naval Academy graduates' civilian career experiences." Thesis, Monterey, California. Naval Postgraduate School, 2005. http://hdl.handle.net/10945/2011.

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This thesis explores the civilian career experiences of United States Naval Academy (USNA) graduates who have left military service. The data comes from a 2004 survey of USNA graduates from the classes of 1986 through 1996. This thesis analyzes the effect of human capital accumulated via the USNA education, via follow-on military experiences, and via career preparation on civilian salary and satisfaction. Both the first salary after leaving the military service and the current salary are analyzed. Both salary models find that varsity athletes, honors graduates, submariners, and those who achieved higher military ranks earn more than their classmates. Military tenure increases civilian salary, but the effect diminishes after a certain point. Selective Reservists consistently earn lower civilian salaries. The write-in responses reveal that leadership, academics, time management and other personal skills provide the most influential USNA experiences on current civilian jobs. While 84 percent describe themselves as satisfied, a satisfaction model is estimated to examine for trade-offs between salary and satisfaction. Satisfaction is further examined by evaluating the effect of civilian accomplishments. The estimates find that Marines, Naval Aviators, and Trident Scholars are more likely to be dissatisfied than satisfied. Military tenure yields a tradeoff between wages and satisfaction.
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Cesari, Jill R. "The perceptions of the role of the Company Officer at the United States Naval Academy from the perspective of Senior Officers, Battalion Officers, Company Officers and Senior Enlisted Leaders." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FCesari.pdf.

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Cox, Matthew B. "How is the United States Naval Academy developing and preparing Surface Warfare Officers a needs analysis of the SWO Leadership Capstone course." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FCox.pdf.

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Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, June 2007.<br>Thesis Advisor(s): Alice Crawford, Joseph Thomas. "June 2007." Includes bibliographical references (p. 153-156). Also available in print.
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Stonaker, Ghislaine W. Stonaker Kristopher W. "An analysis of leadership opportunities, experiences and influence at the United States Naval Academy from the perspective of midshipmen /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2005. http://library.nps.navy.mil/uhtbin/hyperion/05Jun%5FStonaker.pdf.

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Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, June 2005.<br>Thesis Advisor(s): Janice H. Laurence, Linda D. Mallory. Includes bibliographical references (p. 81-83). Also available online.
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Stonaker, Ghislaine W. Stonaker Kristopher W. "An analysis of leadership opportunities, experiences and influences at the United States Naval Academy from the perspective of the midshipmen." access online version, LEAD access online version, DTIC (Note: may not work with Internet Explorer), 2005. http://handle.dtic.mil/100.2/ADA435782.

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Books on the topic "United States Naval Academy Leadership"

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Thomas, Robert W. Teaching tomorrow's leaders: A comparison of leadership development at the United States Military Academy and United States Naval Academy. Naval Postgraduate School, 2000.

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In the shadow of greatness: Voices of leadership, sacrifice, and service from America's longest war : the U.S. Naval Academy Class of 2002. Naval Institute Press, 2012.

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Dry, Dan. United States Naval Academy, 1845. Harmony House Publishers, 1987.

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Naval leadership. U.S. Naval Institute, 2015.

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Flach, Andrew. The official United States Naval Academy workout. Five Star Pub., 1998.

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First class: Women join the ranks at the Naval Academy. Naval Institute Press, 1998.

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Brief points: An almanac for parents and friends of U.S. Naval Academy midshipmen. Naval Institute Press, 1993.

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Brief points: An almanac for parents and friends of U.S. Naval Academy midshipmen. 2nd ed. Naval Institute Press, 1996.

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Brief points: An almanac for parents and friends of U.S. Naval Academy midshipmen. 3rd ed. Naval Institute Press, 2004.

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United States Naval Academy. Museum. U.S. Naval Academy Museum: The collection, preservation, and exhibition of our Naval heritage. The Museum, 1998.

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Book chapters on the topic "United States Naval Academy Leadership"

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Fujimura, Clementine. "Integrating Diversity and Understanding the Other at the U.S. Naval Academy." In Anthropology and the United States Military. Palgrave Macmillan US, 2003. http://dx.doi.org/10.1057/9781403982179_8.

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Mehta, Rajiv, Trina Larsen, Bert Rosenbloom, Pia Polsa, and Jolanta Mazur. "Leadership, Cooperation and Performance in International Marketing Channels: An Empirical Investigation of the United States, Finland, and Poland." In Proceedings of the 2000 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11885-7_109.

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Tate, Thomas L. "Developing Leaders of Character at the Federal Service Academies." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6636-7.ch008.

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The chapter provides an overview of the practice of leadership development at the United States Military Academy, the United States Air Force Academy, and the United States Naval Academy. The service-specific mission and core values provide a foundation for a theoretical review of leader, leadership, and human development theories currently implemented at selected service academies. The practical application of these models is then illustrated in an overview of leader and leadership education and training throughout the 47-month academy experience. The chapter concludes with some final thoughts concerning the influence of the military model in traditional colleges, universities, and preparatory schools.
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Fitzgerald, John F., and Charles L. Cochran. "Who Goes to the United States Naval Academy?" In The Changing World of the American Military. Routledge, 2019. http://dx.doi.org/10.4324/9780429309489-21.

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Gelfand, H. Michael. ". An Introduction to the United States Naval Academy." In Sea Change at Annapolis. University of North Carolina Press, 2006. http://dx.doi.org/10.5149/9780807877470_gelfand.6.

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Fujimura, Clementine. "Culture in/Culture of the United States Naval Academy." In Anthropologists in the Securityscape. Routledge, 2016. http://dx.doi.org/10.4324/9781315434810-8.

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Onyebadi, Uche T., Dorothy Bland, Herman Howard, and Carolyn Walcott. "Issues in Academic Leadership." In Multidisciplinary Issues Surrounding African Diasporas. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-5079-2.ch010.

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Occupying administrative positions in any organization is an enormous and difficult task, especially in universities and other higher institutions of learning where the culture and conventional practices demand shared governance and collective decision making. Even more complex is when such positions are occupied by minorities who need to weigh a lot of factors in their decision making in order to effectively navigate and accomplish their duties and objectives. This chapter offers a brief theoretical insight into administrative leadership in the academy. More importantly, it provides the narratives of the personal experiences of administrators in the United States and Guyana; people whose gender and racial backgrounds categorize them as minorities. Sharing such experiences aligns with the purpose of this book and also provides some learning opportunities for people in the diaspora who aspire to become administrators in the academy and minorities who are currently doing the job.
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Growe, Roslin, and William A. Person. "Toxic Workplace Environment and Its Impact on Women Professors in the United States." In Therapeutic Jurisprudence and Overcoming Violence Against Women. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2472-4.ch012.

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Higher education, often referred to as the ivory tower, gives the grand illusion of an environment of learned individuals with intellectual agendas and pursuits. This specialized environment is not a resistance-free fortress immune from toxic behaviors and unfair internalized institutional structures. In this chapter, the authors provide some theoretical perspectives of a toxic workplace environment. Then the authors focus on a review of literature on toxic leadership; the conceptualization of workplace bullying; the prevalence of academic mobbing; and the effects of toxicity on women professors in the academy. The final sections of the chapter include a discussion of implications for policy development in a toxic workplace; implications for research on toxic university environment; and concluding remarks.
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Boice, Gillian S. "Sylvanus Thayer." In Encyclopedia of Strategic Leadership and Management. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch044.

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The research examines the educational leadership approach of the historical figure Sylvanus Thayer, also commonly known as the “Father of the Military Academy” and the “Father of Technology in the United States.” The author uses contemporary leadership concept of Strategic Vision and the modern theory of Servant Leadership as a basis of analysis. The author uses a retrospective case-study to explain Thayer's leadership with saliency for enduring and modern application for global leaders (especially educational leaders). A detailed discussion of Thayer's Strategic Vision and the 6 key characteristics of Servant Leadership are examined. This qualitative study, with descriptive report was accomplished by historical literature review and observations.
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Heller, Joseph. "Khrushchev, Israel and Soviet Jewry (1961–64)." In The United States, the Soviet Union and the Arab-Israeli Conflict, 1948-67. Manchester University Press, 2016. http://dx.doi.org/10.7228/manchester/9781526103826.003.0012.

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Soviet-Israeli relations deteriorated because of the growing Arab dependenceon the USSR, the Soviet refusal to permit Soveit Jew to emigrate to Israel, and increasing anti-Semitism. Khrushchev’s denial of the existence of anti-Semitism in the Soviet Union only drove Israel to upgrade its campaign for emigration, although Israel acknowledged that the Soviet Jewish problem could best be solved by detente. The increase of anti-Semitism reached its peak when the Ukrainian Academy of Science published a violently anti-Semitic, anti-Zionist book claiming that Ben-Gurion eliminated the Ten Commandments, and compared Zionisn to Nazism. However, the Israeli leadership was unable to convince more than few intellectuals to raise their voices in favour of Soviet Jews.
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Conference papers on the topic "United States Naval Academy Leadership"

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Temkin, Spencer, and Kristen Castonguay. "The Status of Rocket Propulsion Research at the United States Naval Academy." In 53rd AIAA/SAE/ASEE Joint Propulsion Conference. American Institute of Aeronautics and Astronautics, 2017. http://dx.doi.org/10.2514/6.2017-4883.

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Besjak, Charles, Preetam Biswas, and Raymond Sweeney. "Center for Character and Leadership Development at the United States Air Force Academy." In Structures Congress 2013. American Society of Civil Engineers, 2013. http://dx.doi.org/10.1061/9780784412848.092.

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Brown, Christopher, Stephen Schall, John Schultz, et al. "Anatomy, dissection, and mechanics of an introductory cyber-security course's curriculum at the United States naval academy." In the 17th ACM annual conference. ACM Press, 2012. http://dx.doi.org/10.1145/2325296.2325367.

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Fu, Thomas C., Thomas T. O’Shea, Kyle A. Brucker, et al. "Numerical Simulation of Short Duration Hydrodynamic Impact." In ASME 2014 33rd International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/omae2014-24323.

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Numerical simulations of wedge impact experiments, undertaken by the Naval Surface Warfare Center, Carderock Division, NSWCCD, and more recently by the United States Naval Academy, USNA, Hydromechanics Laboratory, were performed using the computational fluid dynamics code Numerical Flow Analysis, NFA, to assess its capabilities in simulating the short duration hydrodynamic loading associated with free-surface impact. NSWCCD performed experiments using drop heights of 15.24 cm (6 in) and 25.4 cm (10 in), while the Naval Academy used drop heights of: 7.94, 12.7, 15.88, 25.4, 31.75, 38.1, and 50.8 cm (3.125, 5.0, 6.25, 10.0, 12.5, 15.0, and 20.0 in), measured from the keel of the wedge to the calm water surface. Simulations and comparisons were made at heights of 15.24 cm (6 in) and 25.4 cm (10 in) with the NSWCCD data, and 12.5 inches for the USNA data providing for a detailed examination of NFA’s ability to simulate and predict short duration hydrodynamic impacts.
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Miller, Paul H. "Student Research Projects for the New Navy 44 Sail Training Craft." In SNAME 16th Chesapeake Sailing Yacht Symposium. SNAME, 2003. http://dx.doi.org/10.5957/csys-2003-012.

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Offshore-capable sail training craft (STC) specifically designed and built for the United States Naval Academy (USNA) have been a cornerstone of its seamanship training program since 1939. Currently the fourth generation of these craft is under development and this paper summarizes research projects performed by eight midshipmen in the areas of parametric design criteria, structures, appendage development and analytical tool evaluation. While the results are oriented toward the new sail training craft, they are general enough to apply to any medium-sized offshore sailing vessel.
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Bloxom, Andrew L., Solomon C. Yim, Abel J. Medellin, and Chris S. Vince. "Testing of Inflatable Structures of Rapidly Deployable Port Infrastructures." In ASME 2011 30th International Conference on Ocean, Offshore and Arctic Engineering. ASMEDC, 2011. http://dx.doi.org/10.1115/omae2011-49101.

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An experimental investigation of the fluid-structure interaction of a water filled inflatable membrane structure in the near shore environment was performed in the Coastal Marine Engineering Laboratory at the United States Naval Academy. The structure of interest was a 10′ × 2′ × 0.75′ (304.8 × 60.9 × 22.8cm) tubular bag developed at the Center for Innovation in Ship Design (CISD) at the Naval Surface Warfare Center (NSWC), Carderock Division as a proof of concept for the design of a rapidly deployable inflatable structure causeway to be used either as a ship to shore connector or a breakwater. The experiments were performed over a range of test conditions including three incident wave angles, three water depths, and a number of wave heights corresponding to various sea states. Results confirmed that the bag is stable and well grounded for most operational sea conditions. Large amplitude and low frequency waves can induce significant motions of the structure, but the static and dynamic frictional coefficients between the structure and the surface in contact play a critical role in these motions. For conditions where the structure was at an angle of 45° to the incident waves, highly nonlinear wave conditions are produced which created wave over-topping and oscillatory motions of the structure.
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Miller, Paul, David Pedrick, and Gram Schweikert. "Development and Initial Review of the Mark II Navy 44 Sail Training Craft." In SNAME 19th Chesapeake Sailing Yacht Symposium. SNAME, 2009. http://dx.doi.org/10.5957/csys-2009-011.

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Offshore seamanship and navigation training in small sailing craft is a key component in the professional development of many midshipmen at the United States Naval Academy. Spanning six decades, the offshore sail training program uses purpose designed and built craft that occupy a unique niche in the sailing world. This paper details the development and initial feedback from the fourth generation craft. As the paper also includes significant technical design detail, it can also serve as a example of modern cruising yacht design. The paper identifies the major design drivers as well as the key design decisions with the background reasoning and research. Significant technical details of the hull, appendages, deck layout and rigging are presented, along with material selections and quality assurance and control processes. Midstream design changes are explained as well as feedback from the sea trials, delivery and initial racing and sail training use. Finally, the lessons learned from the entire process are presented for consideration.
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Watkins, John M., and Richard T. O’Brien. "A Novel Approach to a Control Systems Laboratory." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-41551.

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In controls education today, a significant gap exists between the material covered in the typical undergraduate classroom and the skills that students need to be practicing control system engineers. In order to help bridge this gap, a control systems laboratory was developed in the Systems Engineering Department at the United States Naval Academy (USNA) with the following design objectives. The first objective was to provide the students the opportunity to apply control theory to physical systems. The second objective was to develop labs where each student works through the complete control system design process. The third objective was to increase the students’ exposure to sampled-data control. The paper begins with a discussion of the Quanser rapid control prototype development system and laboratory experiments. Modeling and system identification are discussed next. Key areas that areas that are emphasized include the use of a dynamic signal analyzer for frequency domain identification and the identification of Coulomb friction for simulation purposes. A unified approach for root locus and Bode design that is used through out the course is discussed next. Finally, analog and digital controller implementations are discussed.
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Onas, Adrian S., Jaye Falls, and Ivan Stojanovic. "Seakeeping Analysis of a SWATH-type Trimaran Using Potential Flow." In SNAME 13th International Conference on Fast Sea Transportation. SNAME, 2015. http://dx.doi.org/10.5957/fast-2015-055.

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Potential flow methods tend to over-predict ship motions, especially the lightly damped, viscous effect dominated modes, such as roll. For SWATH ships, it is not uncommon to also over-predict heaving and pitching motions because of the strong viscous effects dominating the energy dissipation mechanism due to significant vortex shedding generated by the submerged hull(s). Care should be taken whenever such viscous effect become a significant part the total damping. Such fact appears to render the potential flow approach less useful when analyzing the restored response of SWATH ships compared to conventional ships, such as monohulls. The Atlantic Center for Innovative Design and Control of Small Ships (ACCeSS), under ONR sponsorship, has been studying a hybrid trimaran hull form with a small waterplane area center hull, so-called the Tri-SWACH. Extensive towing tank testing has been undertaken with the intent to characterize the behavior of the Tri-SWACH and to provide data for the verification and validation of predictive tools. For previous work, the scale models of the Tri-SWACH were identical below the waterline, but lacked any realistic cross-deck structure above the waterline. This setup is ideal to capture the nonlinear ship motion behavior in future studies since the scale and numerical models were made identical above and below the waterline, and include a representative cross-deck. For the current study, the linear transfer functions and short-term statistics are obtained using the potential flow code WASIM, and are partially validated using experimental results obtained from the United States Naval Academy and Stevens Institute of Technology.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Reports on the topic "United States Naval Academy Leadership"

1

Alf, Edward F., Idell Neumann, and Joyce D. Mattson. Revision of the United States Naval Academy Selection Composite. Defense Technical Information Center, 1988. http://dx.doi.org/10.21236/ada200237.

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Fetrow, Fred M. United States Naval Academy Summary of Research, Academic Departments 1989 - 1990. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada221219.

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Woods, John, Carl Hager, Todd Valentic, Ignatius G. Rigor, and Pablo Clemente-Colon. Enhancement of the United States Naval Academy (USNA) Polar Science Program (PSP). Defense Technical Information Center, 2013. http://dx.doi.org/10.21236/ada601065.

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Calvo, Mona S. A Dietary Strategy to maximize Bone Mass in United States Naval Academy Midshipmen. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada396383.

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Calvo, Mona. A Dietary Strategy to Maximize Bone Mass in United States Naval Academy Midshipmen. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada372719.

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Armstrong, David. A Dietary Strategy to Maximize Bone Mass in United States Naval Academy Midshipment. Defense Technical Information Center, 2001. http://dx.doi.org/10.21236/ada389567.

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