The Journal of the Professoriate is a peer-reviewed journal that promotes critical analysis among scholars and policymakers on issues affecting all college and university faculty in America and abroad. The mission of the Journal of the Professoriate is to provide an outlet for research and scholarship on issues pertaining to the pathways leading to the professoriate as well as all issues about and relevant to college and university faculty within academe and the global society. The Journal of the Professoriate is published by Stylus Publishing.

The Journal of the Professoriate is interdisciplinary and offers empirical research (i.e., quantitative and qualitative methodologies) as well as theoretical discussions. The Journal of the Professoriate addresses many of, but is not limited to, the following issues and topics: (a) the impact of faculty on student development (e.g., recruitment, retention, academic achievement, and life-long learning); (b) the roles, experiences, and outcomes of faculty at two-year and four-year colleges and other postsecondary settings; (c) diversity issues that impact college faculty; (d) organizational, leadership, and legal issues impacting college faculty; (e) issues pertaining to the utilization of technology by college and university faculty; (f) issues concerning faculty unionization, interactions between faculty and other university personnel, collective bargaining, academic freedom, adjunct faculty, instructional staff, and other special faculty appointments; and (g) comparative studies of faculty in America and abroad.

 

Submission Guidelines

All submitted manuscripts should be prepared in accordance with the guidelines outlined in the Publication Manual of the American Psychological Association (5th Edition). Authors' manuscript submission certifies that none of the contents are copyrighted, published, accepted for publication by another journal, under review by another journal, or submitted to another journal while under review by the Journal of the Professoriate. All manuscripts should be submitted via the online submission process (see link below) and typed in Times Roman (12 pt.), double-spaced on 8½ x 11 size paper and accompanied by an abstract that does not exceed 120 words. To protect anonymity during the review process, the title page should be the only place in the manuscript that includes the author(s) name(s) and institutional affiliation(s). All other identifying references and notes should be removed from the manuscript before it is submitted for publication consideration. Submitted manuscripts should not exceed 7,500 words. The manuscript review process takes 2-3 months.

The Journal of the Professoriate does not allow the use of footnotes or endnotes. References should be listed alphabetically by author at the end of the paper and referred to in the body of the text in accordance with the Publication Manual of the American Psychological Association (5th Edition). If the manuscript is accepted for publication, the author(s) will be asked to submit a copy of the final post-review version of the manuscript via e-mail.

Manuscripts accepted for publication are subject to copyediting. Manuscript submission indicates the author’s commitment to publish in the Journal of the Professoriate and to give the journal first publication rights. No manuscript known to be under consideration by another journal will be reviewed. Upon publication, Stylus Publishing owns all rights including subsidiary rights. Our policy is to require the assignment of copyright on all published manuscripts. We understand that in return for publication, the journal has the nonexclusive rights to publish the contribution and the continuing unlimited right to include the contribution as part of any issue and/or volume reprint of the journal in which the contribution first appeared by any means and in any format.

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CONTENTS OF Volume 2, Issue 2 (FALL 2007)

Special Theme Issue:

Promise and Peril for HBCUs: The Unintentional Consequences of Faculty Role Performance

Guest Editor
Barbara J. Johnson, Jackson State University

Unexpected Outcomes: Academic Success and the Impact of Faculty-Student Interaction at an HBCU 
Adrian Woods, Xavier University of Louisiana
Barbara J. Johnson, Jackson State University
 
Are the Faculty-Student Interactions at HBCUs Really Nurturing?
Nicole L. McDonald, Vanderbilt University

Increasing Publication Expectations at HBCUs: Faculty Perceptions of Role Conflict
Barbara J. Johnson, Jackson State University
 
Toward Structural Institutionalization of Boyer’s Domains of Scholarship in Historically Black Colleges and Universities
Wanda B. Coneal, North Carolina Central University
John B. Braxton, Vanderbilt University
 
Entering the Academy: Exploring the Socialization of African American Male Faculty
Dorian L. McCoy, The University of Vermont