Document Type

Dissertation

Degree

Doctor of Philosophy

Major

Education, Teaching-Learning Processes

Date of Defense

4-23-2026

Graduate Advisor

Keith W. Miller

Committee

Thomasina F. Hassler

Maurice E. Dawson, Jr.

Phyliss Balcerzak

Abstract

The U.S. cybersecurity workforce continues to experience a critical talent shortage alongside persistent inequities in racial representation, particularly at the faculty level within higher education. This mixed-methods dissertation examines African American representation among faculty in cybersecurity academic programs designated by the National Centers of Academic Excellence in Cybersecurity (NCAE-C) and investigates the factors that influence recruitment, retention, and advancement. Grounded in a transformative research framework, the study integrates quantitative analysis of national institutional data with qualitative interviews to illuminate structural patterns and lived experiences shaping representation.

Quantitative findings revealed pronounced underrepresentation: African American faculty comprise 2.57% (130 of 5,051) of cybersecurity faculty across 480 active NCAE-C institutions. Representation is unevenly distributed, with geographic clustering in the Mid-Atlantic and Southeast regions and significant concentration within a small number of institutions. Historically Black Colleges and Universities (HBCUs) demonstrate markedly higher representation (18.71%) compared to non-HBCUs (1.93%); however, over 85% of institutions report no African American cybersecurity faculty, underscoring systemic imbalance across the NCAE-C ecosystem.

Qualitative analysis, based on semi-structured interviews with African American cybersecurity faculty, identifies twelve interrelated themes. These include nontraditional pathways into cybersecurity and academia, limited early exposure to STEM and cybersecurity fields, inequities in recruitment and hiring practices, the central role of mentorship and sponsorship, institutional culture and leadership commitment, intersectionality and layered barriers, policy gaps, and the importance of intentional pipeline development. Participants consistently described practitioner-based career trajectories and emphasized that applied expertise is frequently undervalued in academic evaluation systems.

Collectively, the findings highlight how historical inequities, institutional practices, and policy environments converge to constrain African American faculty representation in cybersecurity. The study concludes with actionable recommendations for institutions, the NCAE-C system, and policymakers, emphasizing equity-minded hiring, recognition of practitioner scholarship, structured mentorship and sponsorship, HBCU-centered collaborations, and data-driven accountability. Strengthening African American representation in cybersecurity academia is positioned not only as an equity imperative, but as a strategic necessity for educational excellence and national security.

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