Articles

“How Do You Advance Here? How Do You Survive?” An Exploration of Under-represented Minority Faculty Perceptions of Mentoring Modalities (2018).

two women talking inside the classroom

ABSTRACT: This article contrasts perceptions among 58 under-represented minority (URM) faculty employed at U.S. research-extensive universities who reported an absence of mentoring or experienced informal or formal mentoring modalities. Key findings reveal a mentoring glass ceiling that affects URM faculty career paths: an absence of mentoring can lead to significant career miscalculations; well-intentioned mentors can... Continue Reading →

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#CommunicationSoWhite (2018)

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ABSTRACT: Racial inequalities and the colonial legacies of White supremacy permeate scholarly and public discussions today. As part of an ongoing movement to decenter White masculinity as the normative core of scholarly inquiry, this paper is meant as a preliminary intervention. By coding and analyzing the racial composition of primary authors of both articles and... Continue Reading →

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Scrutinized but not Recognized: (In)visibility and Hypervisibility Experiences of Faculty of Color (2018)

ABSTRACT: Because of their minority group status and underrepresentation, faculty of color (FOC) are tokens and as such, are highly visible within the academy. Paradoxically, token status may result in their being made to feel simultaneously invisible (e.g., accomplishments are unimportant, lack of belonging) and hypervisible (e.g., heightened scrutiny). Drawing from 118 interviews, we identified... Continue Reading →

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Why Diversity Matters in rural America: Women Faculty of Color Challenging Whiteness. (2018)

ABSTRACT: Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism... Continue Reading →

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‘Don’t judge a book by its colour’: Black Academic Experiences of Discrimination in an Education Faculty at a South African University (2018).

ABSTRACT. This article is a case study assessing transformation in one faculty of education at a South African university. This article explores aspects of transformation: equity, ideology, and practices. Of particular relevance is the experiences of Black academics in their struggle for social justice. Critical race theory is used as an analytical tool to make sense of... Continue Reading →

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‘You intimidate Me’ as a Microaggressive Controlling Image to Discipline Womyn of Color faculty. (2018)

ABSTRACT: This essay rectifies limitations in existing microaggression literature by theorizing a particular controlling image as microaggressive. A controlling image operating within the academy is 'you’re intimidating,' which carries representational meanings about Others that seeks to discipline womyn of color faculty. The intersectional nature of the controlling image is mired in power and contextual factors... Continue Reading →

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Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate: Faculty of Color in Higher Education. (2018)

ABSTRACT:  The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate... Continue Reading →

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“Someone Who Looks Like Me” Promoting the Success of Students of Color by Promoting the Success of Faculty of Color (2017)

ABSTRACT:  Despite focused efforts by many colleges and universities, the racial and ethnic composition of college faculty has not increased significantly in more than twenty years. To provide an educational environment that promotes the success of students of color, it is imperative to develop structures that promote the retention and success of faculty of color.... Continue Reading →

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The Vacuous Rhetoric of Diversity: Exploring how Institutional Responses to National Racial Incidences effect Faculty of Color Perceptions of University Commitment to Diversity (2017).

ABSTRACT. Recent news cycles have illuminated the disparate, racialized experiences of Black people in the United States but university leadership responses have been reactionary, or worse non-responsive. This study examines how university responses to national racial incidences such as the police brutality affect how faculty of color in one discipline understand the university’s commitment to diversity and ultimately how... Continue Reading →

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Humanizing the Tenure Years for Faculty of Color: Reflections from STAR Mentors (2017)

ABSTRACT: In this essay, some of the 2015-2017 STAR mentors (mentors of authors in this special issue) illustrate the importance for policymakers, professional organizations, school administrators, and state and system administrators to foster bidirectional relationships with early career scholars of Color. This Insight Column provides the field of language and literacy education, administrators, and state... Continue Reading →

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Encouraged or Weeded out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions (2017)

ABSTRACT. For this multisite qualitative case study, framed in Bourdieu’s social reproduction theory, we examined mentoring experiences among Students of Color majoring in science, technology, engineering and mathematics (STEM) disciplines at both a predominantly White institution and a historically Black institution. Findings revealed that faculty served as gatekeepers for accessing STEM-related careers for Students of Color. Students of Color at the historically... Continue Reading →

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Women Faculty of Color in a Predominantly White Institution: A Natural Support Group (2017).

ABSTRACT. This article discusses on women faculty of color in a predominantly white institution. As women faculty of color in a Predominantly White Institution (PWI) we face a myriad of obstacles including marginalization, isolation, and the constant struggle to find balance between our personal and professional identities. Although privileged to be working in higher education, baffled by the inequalities must endure to survive... Continue Reading →

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Black Female Faculty, Resilient Grit, and Determined Grace or ‘Just Because Everything is Different Doesn’t Mean Anything has Changed’. (2016)

ABSTRACT: This essay centers the lived experiences of protagonist Dr. Eva Grace as a bisexual Black female Assistant Professor navigating identity politics and power dynamics at a traditionally and predominantly White institution. Theoretically anchored by Black feminist thought coupled with critical race theory’s composite counterstorytelling as method, Dr. Grace’s pre-tenure experiences reflect the mundane nature... Continue Reading →

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Conceptualizing Tolerance as Recognition: Black American Endowed and Distinguished Professors of Education in US Colleges and Universities (2016).

ABSTRACT. This study analyzes a compiled list of Black American endowed and distinguished professors of education for the 2013-2014 academic year published by the Journal of Blacks in Higher Education. Conceptualizing tolerance as recognition, the study claims that there is a gradual increase in the appointments of Blacks to endowed or distinguished professorships in many different... Continue Reading →

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Examining Workplace Ostracism Experiences in Academia: Understanding how Differences in the Faculty Ranks Influence Inclusive Climates on Campus. (2016)

ABSTRACT. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at... Continue Reading →

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Mentoring in Academe: A Feminist Poststructural Lens on Stories of Women Engineering Faculty of Color (2015).

ABSTRACT. We analyzed the mentoring narratives of women of color in faculty in engineering using feminist poststructural narratological lenses. We found that university mentoring systems were designed to align with master narratives of mentoring but did not coincide with women faculty’s own mentoring stories. Specifically, women engineers regarded their mentee experiences and cultures of mentoring with varying levels of suspicion,... Continue Reading →

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Advice to White Allies: Insights From Faculty of Color (2014).

advice lettering text on black background

ABSTRACT. This article interweaves discussions of successes and tensions surrounding cross-racial collaborative social justice efforts in teacher education. It addresses frustrations that often occur for faculty of Color when working with White allies in P-12 settings and schools of educational Predominantly White Institutions. Advice is offered with the larger goal of helping White allies think... Continue Reading →

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Exploiting the Margins in Higher Education: A Collaborative Autoethnography of Three Foreign-Born Female Faculty of Color (2015).

ABSTRACT. In a collaborative autoethnographic process, we, three foreign-born female professors from the Republic of Trinidad and Tobago, Kenya, and Korea explore how our personal status as immigrant women of color and social–institutional factors in US higher education affect our experiences in the academy. Based on experiences as graduate students and later as faculty and leaders, we trace the... Continue Reading →

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Faculty of Color and White Faculty: An Analysis of Service in Colleges of Education in the Arizona Public University System (2015).

ABSTRACT: This study examined faculty participation in service in the Arizona public university system among faculty of color and White faculty. Data were utilized from a survey of faculty in the colleges of education at Arizona State University, Northern Arizona University, and University of Arizona. Independent t-tests revealed that faculty of color were more likely... Continue Reading →

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Moving Racial Discussion Forward: A Counterstory of Racialized Dynamics between an Asian-woman Faculty and White Preservice Teachers in Traditional Rural America. (2014)

ABSTRACT: I describe my experiences teaching elementary literacy methods courses and interacting with White preservice teachers, administrators, and faculty in two remote, traditionally homogeneous U.S. universities. The findings show that many White undergraduate students judged my English language use and racial characteristics, and resisted my professorial expertise. The university administration often placed me in contentious... Continue Reading →

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Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism (2014).

ABSTRACT. Mentoring for faculty of color is critical given their underrepresentation in American colleges and universities. However, the ways in which faculty of color internalize racialized oppression and how it affects their success remains understudied. In this manuscript, the authors juxtapose a literature synthesis concerning faculty of color against a critical review of impostorship theory and impostor syndrome as these phenomena are found to contribute to disparate... Continue Reading →

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Women Faculty of Color: Stories Behind the Statistics (2014)

ABSTRACT: In this qualitative study we address two primary research questions: What are the experiences of women faculty of color (WFOC) who departed the tenure track at predominantly White, research universities? Using the modified lens of the newcomer adjustment framework, what socialization factors may have contributed to the WFOCs’ departure? Through a longitudinal, in-depth examination... Continue Reading →

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On the Importance of African-American Faculty in Higher Education: Implications and Recommendations (2013)

ABSTRACT. Intercultural competence, a critical component of individual student development, has become an essential 21st-century learning outcome for college students (King & Baxter Magolda, 2005).In this article, we argue that the presence, influence, and contributions of faculty of Color can help higher education students achieve intercultural competence. We define intercultural competence as people’s ability to... Continue Reading →

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The Racial Stress of Membership: Development of the Faculty Inventory of Racialized Experiences in Schools. (2013)

ABSTRACT: This study explored faculty of varying racial backgrounds and their initiation of, interactions with, and stress reactions to racial conflicts within the school settings using an online survey. Several measures were developed according to the Racial/Ethnic Coping Appraisal and Socialization Theory (recast) model and administered to 339 faculty participants. Using factor analytic and correlational... Continue Reading →

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Racial Microaggressions: The Narratives of African American Faculty at a Predominantly White University (2012)

ABSTRACT: What role does race play in the lives of fourteen African American (7 women, 7 men) faculty on a predominantly White campus? This case study focuses on their narratives which revealed that racial microaggressions were a common and negative facet of their lives on campus. Specifically, their narratives suggest interactions of microinvalidations with White... Continue Reading →

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Indigenous Faculty at Canadian Universities: Their Stories (2012).

Henry, F. (2012). Indigenous Faculty at Canadian Universities: Their Stories. Canadian Ethnic Studies 44(1), 101-132. doi:10.1353/ces.2012.0005. ABSTRACT. This paper is based on twenty-three interviews conducted with Indigenous faculty at ten universities in Canada. Only .9% of total university faculty are Indigenous. While Indigenous faculty shared some concerns with racialized faculty such as under-representation, the lack of diversity among... Continue Reading →

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Race, Gender, and scholarly Impact: Disparities for women and faculty of color in clinical psychology (2021).

crop ethnic psychologist writing on clipboard during session

ABSTRACT. We sought to determine if gender and race are associated with scientific impact, scholarly productivity, career advancement, and prestige. Methods: Publicly available data on publications, h‐index, advancement, and prestige were assessed across core faculty in all American Psychological Association‐accredited clinical psychology programs at R1 institutions in the United States (87 programs, 918 scientists). Results: There were... Continue Reading →

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Breaking Silence, Building Solutions: The Role of Social Justice Group Work in the Retention of Faculty of Color (2012).

ABSTRACT. In spite of their many diversity initiatives, predominantly White colleges and universities have a poor track record in the recruitment and retention of faculty of color. This article unpacks the White privilege inherent in barriers to retention by focusing on three standards commonly used to make promotion and tenure decisions: teaching, service, and scholarship. A story of... Continue Reading →

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Effectively Recruiting Faculty of Color at Highly Selective Institutions: A School of Education Case Study. (2011)

ABSTRACT: In this study, we use the case study methodology to examine the faculty recruiting and hiring practices within a school of education at a highly selective private research university. The research question was, what are the practices and policies at the school of education that either promote or detract from recruiting and hiring of... Continue Reading →

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Examining Student Evaluations of Black College Faculty: Does Race Matter? (2011)

ABSTRACT. The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the teaching effectiveness for the tenure-track... Continue Reading →

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Faculty Women of Color: The Critical Nexus of Race and Gender (2011).

ABSTRACT.This article examines the experiences of faculty women of color at predominately White public research extensive universities. In the wake of legal challenges to affirmative action, such as Gratz and Grutter, and the proliferation of anti-affirmative action state 'Civil Rights Initiatives,' these issues become critically important. This study's central questions were, 'What are the lived experiences of faculty women of color in predominately... Continue Reading →

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Restructuring the Master’s tools: Black Female and Latina Faculty Navigating and Contributing in Classrooms through Oppositional Positions (2011)

ABSTRACT: Employing critical race feminism, this article explores how black and Latina women faculty alter the teaching and learning environment at a predominantly white, research institution (PWI). The limited research on faculty of color at PWIs focuses on barriers to career success, yet places less emphasis on how these faculty negotiate barriers and facilitate structural... Continue Reading →

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Racial Dialogues: Challenges Faculty of Color Face in the Classroom. (2011)

ABSTRACT: Research on the experiences of faculty of color in predominantly White institutions (PWIs) suggests that they often experience the campus climate as invalidating, alienating, and hostile. Few studies, however, have actually focused on the classroom experiences of faculty of color when difficult racial dialogues occur. Using Consensually Qualitative Research, eight faculty of color were... Continue Reading →

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Students’ stereotypes of professors: An exploration of the double violations of ethnicity and gender (2010).

ABSTRACT. This study examined students’ stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response amplification and expectancy violation theories was found. Women professors were viewed as more... Continue Reading →

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Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students (2010)

ABSTRACT: Research shows that an oppressive classroom environment impairs learning and academic performance for students with oppressed identities. Less research examines faculty perceptions of their classroom, but such research could reveal whether an oppressive environment impairs teaching effectiveness. Although the literature shows that women faculty of color spend a disproportionate amount of time teaching, researchers... Continue Reading →

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Minority faculty members’ resilience and academic productivity: are they related? (2010).

ABSTRACT. Purpose To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. Method In 2007, the authors simultaneously collected quantitative and qualitative data by... Continue Reading →

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Transforming the Culture of the Academy through “Preparing Future Faculty” Programs (2010)

ABSTRACT: Preparing Future Faculty programs were developed as an alternate way to prepare doctoral students for academic careers. The author discusses experiences of faculty of color in institutions of higher education. The article describes the original University of Georgia Preparing Future Faculty in Psychology program with its emphasis on students of color. Lessons learned and... Continue Reading →

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The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors (2010).

ABSTRACT. The present study examined whether student evaluations of college teaching (SETs) reflected a bias predicated on the perceived race and gender of the instructor. Using anonymous, peer-generated evaluations of teaching obtained from RateMyProfessors.com, the present study examined SETs from 3,079 White; 142 Black; 238 Asian; 130 Latino; and 128 Other race faculty at the... Continue Reading →

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Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing Tenure in the Academy. (2009)

ABSTRACT: Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study... Continue Reading →

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Perceived Academic Competence and Overall Job Evaluations: Students’ Evaluations of African American and European American Professors (2009).

ABSTRACT. Despite the fact that few people appear to endorse negative stereotypes of Blacks, such stereotypes are widely disseminated in our culture. Consequently, such stereotypes can have pervasive consequences on one's impressions of African Americans, even by low-prejudice Whites and by Blacks themselves. Thus, we predicted that student judgments of intellectual competence would be more... Continue Reading →

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How to Survive and Thrive in Academia (2009)

ABSTRACT: This qualitative study investigated the survival and coping strategies employed by 17 faculty of color teaching in counseling programs across the United States. Results indicated that for participants, the meaning of survival extends beyond the ability to meet expectations for tenure and promotion and achieve professional longevity. Survival entails engaging in a variety of... Continue Reading →

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Racial Microaggressions against Black Counseling and Counseling Psychology Faculty: A Central Challenge in the Multicultural Counseling Movement (2008)

ABSTRACT: This article reports on the results of a qualitative study of Black faculty working in counseling and counseling psychology programs. This investigation involved the use of semistructured interviews to explore the racial microaggressions Black faculty members reportedly experienced in academia. Results of the analysis indicated that 7 primary microaggression themes were perceived by the... Continue Reading →

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Examining the Relation Between Race and Student Evaluations of Faculty Members: A Literature Review (2007).

a person writing on white paper using pencil

ABSTRACT. The assertion that scholarship is limited on the relation between ethnicity and student evaluations of faculty members is perhaps an understatement. While there is a wealth of scholarship on the relation between gender and student evaluations of faculty members, little has been published on how ethnicity (of both faculty members and students) informs students'... Continue Reading →

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Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness (2006)

ABSTRACT: This study explores the relationship between organizational and individual characteristics and diversity-related experiences at liberal arts colleges. Compared with their counterparts at other types of institutions, students at liberal arts colleges report more experiences with diversity. In addition, this study also finds that diversity experiences are positively related with a variety of student outcomes.... Continue Reading →

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Coloring the Academic Landscape: Faculty of Color Breaking the Silence in  Predominantly White Colleges and Universities. (2006).

ABSTRACT. This article, based on a larger, autoethnographic qualitative research project, focuses on the first-hand experiences of 27 faculty of color teaching in predominantly White colleges and universities. The 27 faculty represented a variety of institutions, disciplines, academic titles, and ranks. They identified themselves as African American, American Indian, Asian, Asian American, Latina/o, Native Pacific... Continue Reading →

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