Articles

Perceptions of African American Male Junior Faculty on Promotion and Tenure: Implications for Community Building and Social Capital. (2006)

ABSTRACT. A qualitative online individual interviewing approach was used to explore the perceptions of 32 African American male junior faculty at predominantly White institutions (PWIs) on how to improve support systems and structures to navigate promotion and tenure. The findings from this study revealed that, beyond the political and financial capital needed to build, support,... Continue Reading →

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Students’ Preconceptions of Professors: Benefits and Barriers according to Ethnicity and Gender (2005)

ABSTRACT. The present study examined the influence of professor and student characteristics on students’ preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender, and professor ethnicity. A total of 633 (44% Latino; 34% African American; 22% Anglo) undergraduates rated the course... Continue Reading →

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“Unsettling Relations”: Racism and Sexism Experienced by Faculty of Color in a Predominantly White Canadian University (2005)

ABSTRACT: This article is a qualitative investigation of the experiences of nine women of color in a predominantly White Canadian university. Although the sample size is small, this study underscores racism and sexism pervading in some contexts, situations, and relationships for women of color in academe. Minority instructors perceive racism as infusing most aspects of... Continue Reading →

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Una Lucha de Fronteras (2004)

"ABSTRACT: The 'lived contradictions' of female faculty of color is the focus of this paper. Quantitative data paint the picture of the existing institutional inequities (salary, tenure/promotion quality of life) that place and keep women of color in economic and scholarly ghettos. One African American woman scholar and two Chicana scholars describe their experiences of... Continue Reading →

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Race, Research, and Tenure: Institutional Credibility and the Incorporation of African, Latino, and American Indian Faculty. (2003)

ABSTRACT: Conventional wisdom suggests that colleges and universities act in objective ways that are guided, in large measure, by an unrelenting quest for the truth. This article, however, draws on the literature on the power of race to demonstrate how some universities use tenure and promotion committees, as well as other resources, to show that... Continue Reading →

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Retention, Tenure, and Promotion of Hispanic Faculty in Colleges of Education: Working Toward Success Within the Higher Education System. (2003)

ABSTRACT. Evidence assessing the inclusion of diverse faculty in U.S. universities indicates some institutions are failing to meet their needs, especially of Hispanic faculty. One of the major reasons to effectively deal with this issue is the lack of ability to quell visible and silent variables that block the success of diverse faculty. Guanipa, C.,... Continue Reading →

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“Race Doesn’t Matter, but…”: The Effect of Race on Professors’ Experiences and Emotion Management in the Undergraduate College Classroom (2003)

ABSTRACT. Research has shown how black scholars' experiences differ from those of their white counterparts in regard to research and service, but few studies have addressed the influence of race on professors' teaching experiences. In this paper I examine how and to what degree race shapes professors' perceptions and experiences in the undergraduate college classroom.... Continue Reading →

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Women of Color in Academe: Living with Multiple Marginality (2002).

ABSTRACT. Faculty women of color experience multiple marginality, characterized by lived contradiction and ambiguous empowerment. Their lives are often invisible, hidden within studies that either examine experiences of women faculty or faculty of color. Recommendations to affirm, validate, and value contributions by faculty women of color emerge from an analysis of interviews and recent literature.... Continue Reading →

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The Black Academic: Faculty Status among African Americans in U.S. Higher Education (2000).

ABSTRACT. Research reveals a persistent problem of underrepresentation and low academic status of African American faculty members at most U.S. colleges and universities. Using univariate and bivariate statistics, this study examined the status of African Americans in the U.S. professorate and its relationship to this group's access and success. It compared the characteristics, experiences, and... Continue Reading →

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