The Costs of Staying: Experiences of Racially Minoritized LGBTQ + Faculty in the Field of Higher Education (2023).

ABSTRACT. This critical qualitative study illuminates how racially minoritized LGBTQ + faculty in the field of higher education navigate racist and heterosexist systems, leading to inordinate challenges related to tenure and promotion and deteriorating health and well-being. This system of higher education fosters isolation, hostility, racial battle fatigue, and LGBTQ + erasure offering limited support, negative institutional environments, and... Continue Reading →

Dialogues in Leadership Herstory: Exploring the experiences of Black Women Faculty in a Leadership-Development Program (2023).

ABSTRACT. Black women are underrepresented in all ranks of higher education, from tenured faculty to university presidents. There is a need for academic leadership programs that support Black women’s rise to positions of leadership within academia. Dialogues in Leadership Herstory (DiLH) is a professional-development program that supports women’s exploration of leadership in higher education through coaching. Its... Continue Reading →

Self-protective Strategies used by Asian and Black Psychology and Counselor Education Faculty who Teach Multicultural Competence Courses (2023).

ABSTRACT. This study consists of a thematic analysis of 19 psychology and counseling Asian and Black faculty who were interviewed concerning their experience teaching graduate level multicultural competency courses (MCCs). The analysis resulted in discovery of five themes related to protective strategies while teaching the course: (a) perspective taking, (b) navigating transparency and self-disclosure, (c) pedagogy for... Continue Reading →

Real Change or Performative Anti-Racism? Clinical Psychology Programs’ Efforts to Recruit and Retain Bipoc Scholars (2023).

ABSTRACT. Objective This study assessed perceptions of Clinical Psychology doctoral programs’ efforts to recruit and retain faculty and graduate students of color, as well as differences in perceptions based on participants’ position within their program (i.e. graduate student versus faculty) and race. Method Participants (n = 297; 35% people of color; 79% female; mean age: 32) were graduate students and faculty from... Continue Reading →

Testimonios de las atravesadas: A Borderland Existence of Women of Color Faculty (2023).

ABSTRACT. The temporalities of COVID‐19 and resultant economic crisis, along with increased visibility of white supremacy and anti‐Blackness, have exacerbated the longstanding challenges Women of Color (WOC) faculty experience, particularly around negotiating labor and navigating the academy. Through Anzaldúa's borderlands framework, and an interwoven methodology of testimonios and pláticas, this paper's findings illuminate how the fixed, shifting, and messy... Continue Reading →

The Persistence of Neoliberal Logics In Faculty Evaluations Amidst COVID‐19: Recalibrating Toward Equity (2023)

ABSTRACT. In this paper, we theorize the intersectional gendered impacts of COVID‐19 on faculty labor, with a particular focus on how institutions of higher education in the United States evaluate faculty labor amidst the COVID‐19 transition and beyond. The pandemic has disrupted faculty research, teaching, and service in differential ways, having larger impacts on women faculty, faculty of color, and caregiving faculty in ways that further reflect... Continue Reading →

Sacrificing Body and Mind: Pretenure Women Faculty of Color, their Health, and Well-being (2023).

ABSTRACT: This study utilized a qualitative secondary data analysis design with an intersectional perspective to ask: How does academia shape or impact the health and well-being of women faculty of color (WFOC) as they navigate the tenure track? Interview data with 33 pretenure WFOC across the United States were examined via typological analysis, revealing two overarching themes that reflect... Continue Reading →

Reimagining Leadership through the Everyday Resistance of Faculty of Color (2023).

ABSTRACT: Faculty of color (FOC) engage in important diversity, equity, and inclusion leadership central to a mission of servingness in Hispanic Serving Institutions (HSIs)—a commitment to serving the holistic needs of growing numbers of racially and economically diverse students (Garcia, 2016). Yet, when engaging in leadership structures (e.g., policies, practices), FOC confront racism and sexism. Such systemic barriers... Continue Reading →

Evaluating Student Evaluations of Teaching:a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2022).

ABSTRACT. Student evaluations of teaching are ubiquitous in the academe as a metric for assessing teaching and frequently used in critical personnel decisions. Yet, there is ample evidence documenting both measurement and equity bias in these assessments. Student Evaluations of Teaching (SETs) have low or no correlation with learning. Furthermore, scholars using different data and... Continue Reading →

It Could Be Us: Black Faculty as “Threats” on the Path to Tenure (2022).

ABSTRACT. Racial disparities in tenure and promotion outcomes are well known in the existing research literature. Scholarship establishes that Black and Brown faculty experience unique challenges when navigating the tenure and promotion process, such as lack of diverse mentorship, biased student/peer evaluations, and disproportionately high service demands. However, the public has entered this discourse due... Continue Reading →

Latina Women in Academia: Challenges and Opportunities (2022).

ABSTRACT. Latina women and other ethnic and racial groups continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields, including public health. This underrepresentation of people from diverse backgrounds and lived experiences in academic public health and other scientific disciplines is a form of epistemic oppression, exclusion that hinders contribution to knowledge production... Continue Reading →

Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions (2022).

ABSTRACT: Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in... Continue Reading →

More Service or More Advancement: Institutional Barriers to Academic Success for Women and Women of Color Faculty at a Large Public Comprehensive Minority-Serving State University (2022).

ABSTRACT. Racialized and gendered imbalances impact tenure-track faculty service workload and ultimately, career advancement for women faculty, especially women of color faculty. This article reports on a 3-year study examining the barriers to career advancement for women/women of color tenure-line Science, Technology, Engineering and Math (STEM) faculty at a large public comprehensive minority-serving university. We aimed to understand institutional policies and practices, and compared... Continue Reading →

Counterstories of Multiculturalism and Social Justice: Lived experience of Asian and Black Faculty Teaching Multicultural Classes (2022).

ABSTRACT. The espoused values of multiculturalism and social justice often depict counseling and psychology programs as exceptions in the systematically racist context of academia, where faculty of color often experience marginalization, alienation, isolation, and othering. As part of a larger study, the purpose of this article was to highlight the lived experiences of faculty of color teaching multicultural classes in graduate counseling and... Continue Reading →

Why so Few, Still? Challenges to Attracting, Advancing, and Keeping Women Faculty of Color in Academia (2022)

ABSTRACT. From its earliest beginnings, the university was not designed for women, and certainly not for women of color. Women of color in the United States are disproportionately under-represented in academia and are conspicuous by their absence across disciplines at senior ranks, particularly at research-intensive universities. This absence has an epistemic impact and affects future... Continue Reading →

Creating Inclusive Department Climates in STEM Fields: Multiple Faculty Perspectives on the Same Departments (2022).

ABSTRACT. Climate studies that measure equity and inclusion among faculty reveal widespread gender and race disparities in higher education. The chilly departmental climate that women and faculty of color experience is typically measured through university-wide surveys. Although inclusion plays out at the department level, research rarely focuses on departments. Drawing from 57 interviews with faculty in 14 science, technology, engineering and math (STEM)... Continue Reading →

Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory (2022).

ABSTRACT. Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color (a) culturally responsive mentoring and (b) purposeful support toward tenure and promotion.... Continue Reading →

Upending racism in psychological science: Strategies to change how science is conducted, reported, reviewed, and disseminated (2021).

Buchanan, N. T., Perez, M., Prinstein, M. J., & Thurston, I. B. (2021). Upending racism in psychological science: Strategies to change how science is conducted, reported, reviewed, and disseminated. American Psychologist, 76(7), 1097–1112. ABSTRACT. As efforts to end systemic racism gain momentum across various contexts, it is critical to consider antiracist steps needed to improve psychological... Continue Reading →

“We’re Just Not Acknowledged”: An Examination of the Identity Taxation of Full-Time Non-Tenure-Track Women of Color Faculty Members (2021).

ABSTRACT. This qualitative study examines the ways in which 15 full-time non-tenure-track Women of Color faculty members (NTWCFs) at historically White colleges and universities experienced identity taxation in their work. Critical race theory and critical race feminism were used as theoretical frameworks. Participants experienced identity taxation in 3 ways: care for marginalized students, overburdened with institutional service, and... Continue Reading →

“If Only We Are Brave Enough to Be It”: Demanding More from Diversity, Equity, andInclusion Efforts to Support Women Faculty of Color (2021).

ABSTRACT. The Black Lives Matter protests, the racial inequality laid bare by the COVID-19 pandemic, and the January 6, 2021 attack on the U.S. Capitol prompted several organizations and academic institutions to write statements in support of the Movement for Black Lives and to re-evaluate their dedication to Diversity, Equity, and Inclusion (DEI). Using auto-ethnographical... Continue Reading →

The Case for Greater Faculty Diversity: Examining the Educational Impacts of Student-Faculty racial/ethnic match. (2021)

ABSTRACT. Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match... Continue Reading →

From First to First: Black, Indigenous, and People of Color first-generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis (2021).

ABSTRACT. While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)—that is, first-generation students who went on to become faculty and/or administrators—experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race,... Continue Reading →

Surviving Campus Carry: A CRT Analysis of Faculty of Color at a Texas Public PWI (2021).

ABSTRACT. Throughout history, guns have been used as tools for social control to instill terror within minoritized communities. Campus carry is a current gun law that now allows licensed concealed handgun holders to carry on public college campuses in 11 U.S. states, including Texas (National Conference of State Legislatures [NCSL], 2018). This qualitative study explored... Continue Reading →

Facing the Storm: Our first Annual Faculty of Color Writing Retreat as a Microcosm for being a Black Woman in the Academy (2021).

ABSTRACT. In this article, four Black woman scholars explore their experiences in academia through the shared event of a writing retreat. This piece follows the rich storytelling history of Black women scholars who have carved out spaces where they can tell their truths. This work pairs narrative inquiry and autoethnography to address the question: How... Continue Reading →

Professor Beware: Liberating Faculty Voices of Color Working in Predominantly White Institutions and Geographic Settings (2021).

ABSTRACT. Predominantly White institutions (PWIs) have prioritized the recruitment of underrepresented faculty of color. For these faculty, initial excitement about a new position may give way to concerns about workload, support, and the presence of communities of color at the locale. Navigating promotion, campus politics, and negotiating welcoming spaces in the community are challenging for faculty and their loved ones. This study of... Continue Reading →

Epistemic Exclusion: Scholar(ly) Devaluation that Marginalizes Faculty of Color. (2021)

ABSTRACT: Faculty of color experience a number of challenges within academia, including tokenism, marginalization, racial microaggressions, and a disconnect between their racial/ethnic culture and the culture within academia. The present study examined epistemic exclusion as another challenge in which formal institutional systems of evaluation combine with individual biases toward faculty of color to devalue their... Continue Reading →

Sink or Swim: The Mentoring Experiences of Latinx PhD Students with Faculty of Color. (2021)

ABSTRACT: This phenomenological study examines the positive and adverse experiences full-time Latinx PhD students have in mentoring relationships with faculty of Color at a historically white Research-Intensive University in the Southwest, United States. Faculty mentoring requires a degree of care and commitment rather than a casual or 'strictly business' approach, especially for racially minoritized students.... Continue Reading →

‘It’s Pretty Essential’: A Critical Race Counter-Narrative of Faculty of Color Understandings of Diversity and Equity in Doctoral Admissions (2020).

ABSTRACT. Using a short story fiction counter-narrative, this critical race study examines how faculty of color within higher education and student affairs doctoral-granting programs bring critical epistemologies to their decision-making in the student admissions process and work to decolonize the academy despite neoliberal pressures. Faculty of color depart from current accounts of faculty decision-making in doctoral education in two key ways—by disregarding standardized measures... Continue Reading →

Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity (2020).

ABSTRACT. Research continues to accumulate showing that in instructor evaluations students are biased against women. This article extends these analyses by examining the dynamics between evaluations and gender and race/ethnicity. In a quasi-experimental design, faculty members teaching identical online courses recorded welcome videos that were presented to students at the course onset, constituting the sole... Continue Reading →

Inequitable Rewards: Experiences of Faculty of Color Mentoring Students of Color. (2020)

ABSTRACT:  Employing the analytical lens of Critical Race Theory, I explored how faculty of color view their mentorship of students of color at predominantly White colleges and universities. The research was conducted through an anonymous online questionnaire shared with faculty of color at 136 predominantly White institutions. Three main themes emerge and show that faculty... Continue Reading →

Clearing the path: Queer faculty of color navigating tenure and promotion (2020).

ABSTRACT. This chapter provides an overview of the relevant literature, deepening the comprehension of what it means to navigate the tenure and promotion process as a faculty member who manages the intersections of marginalized identities within a predominantly white and rural academic institution. Rooted in an intersectional, critical race theoretical framework, the chapter emphasizes the significance of... Continue Reading →

The Burden of Service for Faculty of Color to Achieve Diversity and Inclusion: The Minority Tax (2020).

ABSTRACT: The exclusion of Blacks/African-Americans, Latinx/Hispanics, and Indigenous people from science has resulted in their underrepresentation in the biomedical workforce, especially in academia. Faculty diversity at academic institutions is unacceptably low (<6%) and has remained unchanged in the past 20 years. Despite low representation, faculty of color are disproportionately tasked with service to enhance diversity... Continue Reading →

Identity-informed Mentoring to support Acculturation of Female Faculty of Color in Higher Education: An Asian American Female Mentoring Relationship Case Study. (2020)

ABSTRACT: Female faculty of color need mentoring opportunities that recognize, validate, and nurture their perspectives and experiences as assets—rather than liabilities—to their work. Among studies of faculty of color, there have not been specific studies focused on intragroup mentoring for Asian American female faculty. This collaborative autoethnographic study seeks to explore and unpack the complexities... Continue Reading →

Multiracial Faculty Members’ Experiences with Teaching, Research, and Service. (2020)

This study centers 26 Multiracial faculty members’ voices to explore the research question: What are Multiracial tenured and tenure-track faculty members’ experiences with teaching, research, and service within 4-year colleges and universities in the United States? Findings suggest that Multiracial faculty members use their research as a mechanism for social change, but that this research... Continue Reading →

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices (2019).

ABSTRACT. The authors look at how the intersection of gender and race influences pretenure faculty members’ perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and of fairness in tenure decision making and evaluation) of perceptions of tenure... Continue Reading →

Secret service: Revealing gender biases in the visibility and value of faculty service (2019).

ABSTRACT.Although the demand for faculty service has increased substantially in recent years, the workload is not shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend to spend more time on service activities than men, and they tend to perform important yet less institutionally recognized forms of service like mentoring, committee... Continue Reading →

Queering and Browning the Pipeline for LGBTQ Faculty of Color in the Academy: The Formation of the LGBTQ Scholars of Color National Network (2019).

ABSTRACT. While the literature on lesbian, gay, bisexual, transgender, and queer (LGBTQ) people in academia has increased over the past two decades, there is a dearth of research concentrating on LGBTQ graduate students and faculty of color. The present paper provides an overview of LGBTQ people of color’s experiences across different educational systems and academic... Continue Reading →

The Paucity of Asian-American Distinguished Professors and Endowed Chairs: Toward a More Racially Integrated System of Advancement in the Professoriate (2019).

ABSTRACT. Although not discussed much in the literature related to faculty careers and development, increasing the amount of Asian American endowed chairs and distinguished professors is an important issue that needs to be addressed. The purpose of this article is to explore and account for the paucity of Asian Americans in prestigious academic faculty appointments,... Continue Reading →

Patching the “Leaky Pipeline”: Interventions for Women of Color Faculty in STEM Academia (2019).

ABSTRACT. The 'leaky pipeline' entails the progressive loss of competent women faculty members in the fields of science, technology, engineering, and mathematics (STEM). These leaks have been identified at various career stages, including selection, promotion, and retention. Efforts to increase female representation in STEM academia have had mixed results: Although the overall percentage of STEM women faculty has increased... Continue Reading →

Adverse Racial Climates in Academia: Conceptualization, Interventions, and Call to Action. (2019)

ABSTRACT: Racial conflict at universities across the US has been the focus of academic concern and media attention, yet often administrators and faculty do not understand the problems or know how to approach solutions. Drawing from many branches of psychological science, this paper describes how an oppressive academic climate results in negative outcomes for students... Continue Reading →

Mitigating the ‘powder keg’: The experiences of faculty of color teaching multicultural competence (2019).

ABSTRACT, Teaching multicultural competence is a unique experience. Little is known, however, about the experiences of faculty of color teaching multicultural competence. In this phenomenological study, semistructured interviews were conducted with 12 faculty of color to explore their experiences teaching multicultural competence in counseling graduate programs and in the context of their universities. Five themes emerged including (1) dual threads of multicultural competence,... Continue Reading →

‘Before they Kill My Spirit Entirely’: Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities. (2019)

ABSTRACT: American Indian and Alaska Natives (AIAN) comprise about 2% of the US population and 0.5% of the faculty in higher education. While scholars have documented the experiences of underrepresented minority (URM) faculty, the perspectives of AIAN faculty at elite universities are largely absent. Although AIAN faculty share many of the same barriers to success... Continue Reading →

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