Sink or swim: The mentoring experiences of Latinx PhD students with faculty of color. (2021)

"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 →

Inequitable rewards: Experiences of faculty of color mentoring students of color. (2020)

"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 of... 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)

"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 of... Continue Reading →

Epistemic exclusion: Scholar(ly) devaluation that marginalizes faculty of color. (2020)

"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 scholarship... 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 may also be invalidated by monoracial... Continue Reading →

Adverse racial climates in academia: Conceptualization, interventions, and call to action. (2019)

"Drawing from many branches of psychological science, this paper describes how an oppressive academic climate results in negative outcomes for students and faculty of color, such as psychological distress, grievances, discrimination lawsuits, faculty turnover, and student dropout. Described are some empirically-supported actions departments can employ to improve the racial climate and thereby promote racial healing... Continue Reading →

Resisting, rejecting, and redefining normative pathways to the professoriate: Faculty of color in higher education. (2018)

"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 how... Continue Reading →

‘You intimidate me’ as a microaggressive controlling image to discipline womyn of color faculty. (2018)

"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 that reflect a... Continue Reading →

Why diversity matters in rural America: Women faculty of color challenging Whiteness. (2018)

"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 with... Continue Reading →

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

"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 six... Continue Reading →

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

"This essay illustrate(s) 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... provides... policymakers with recommendations and implications on how to better prepare, serve, retain, and humanize early career scholars of Color." Turner, J. D., Haddix, M. M., Gort,... Continue Reading →

“Someone who looks like me” Promoting the Success of Students of Color by Promoting the Success of Faculty of Color (2017)

"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. Five... Continue Reading →

Black female faculty, resilient grit, and determined grace or ‘Just because everything is different doesn’t mean anything has changed’. (2016)

"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 of... Continue Reading →

Examining workplace ostracism experiences in academia: Understanding how differences in the faculty ranks influence inclusive climates on campus. (2016)

"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 a... Continue Reading →

What Is Faculty Diversity Worth to a University? (2016)

"Matthews discusses how faculty of color are expected to take on an additional set of responsibilities as mentors and diversity representatives, but do not receive money or tenure to compensate for this 'invisible labor'. Matthews also touches on how the academy is 'structurally hostile to meaningful diversity" Matthew, Patricia A. (2016). What Is Faculty Diversity... Continue Reading →

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

"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 of... Continue Reading →

Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty and white preservice teachers in traditional rural America. (2014)

"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 situations... Continue Reading →

The racial stress of membership: Development of the faculty inventory of racialized experiences in schools. (2013)

"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 analyses,... Continue Reading →

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

"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 colleagues... Continue Reading →

Promoting Sustained Engagement with Diversity: The Reciprocal Relationships between Informal and Formal College Diversity Experiences (2012)

"Bowman explores the “diversity experiences” of college students to determine if their attitudes about and interactions with diversity have changed from students’ freshman to senior years. He finds that positive diversity interactions and openness to diversity as freshman are significant predictors of positive diversity interactions later on..." Bowman, N. A. (2012). Promoting sustained engagement with... Continue Reading →

Racial dialogues: Challenges faculty of color face in the classroom. (2011)

"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 interviewed... Continue Reading →

Effectively recruiting faculty of color at highly selective institutions: A school of education case study. (2011)

"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 faculty... Continue Reading →

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

"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 change.... Continue Reading →

What women and ethnic minorities want. Work values and labor market confidence: a self-determination perspective (2010)

"Drawing on self-determination theory and the model-minority hypothesis, this study explored potential differences in the work values and labor market perceptions of ethnic minorities and women relative to the majority group. Results, based on a sample of senior-level university students across Canada, revealed notable differences in the work values and levels of labor market confidence... Continue Reading →

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

"Preparing Future Faculty programs were developed as an alternate way to prepare doctoral students for academic careers... The article describes the original University of Georgia Preparing Future Faculty in Psychology program with its emphasis on students of color. Lessons learned and implications for training are discussed." Phelps, R. E. (2010). Transforming the culture of the... Continue Reading →

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

"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 have... Continue Reading →

Smiling faces and colored spaces: The experiences of faculty of color pursing tenure in the academy. (2009)

"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 that... Continue Reading →

How to survive and thrive in academia (2009)

"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." Salazar, C.F.(2009) Strategies to survive and thrive in... Continue Reading →

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

"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." Constantine, M., Smith, L. Redington, R. M., & Owens, D. (2008). Racial microaggressions against Black... Continue Reading →

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

"Williams summarizes the finding from 4 essays and studies that focus on the relationship between faculty and student ethnicity and teacher evaluations. In this review, she finds evidence that student evaluations are inded biased based on many factors, including race..." Williams, D. A. (2007). Examining the relation between race and student evaluations of faculty members:... Continue Reading →

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

"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, and... Continue Reading →

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

"Umbach and Kuh explore different types of diversity at colleges (diverse student representation, diversity initiatives such as courses and workshops), and diversity interactions to see if there is a difference in diversity interactions between all university students and liberal arts college students." Umbach, P. D., & Kuh, G. D. (2006). Student experiences with diversity at... Continue Reading →

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

"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 academic... Continue Reading →

African American Counselor Educator’s Job Satisfaction and Perceptions of Departmental Racial Climate (2005)

"Forty‐eight African American counselor educators completed the Minnesota Satisfaction Questionnaire‐Short Form (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967), the Racial Climate Scale (R. J. Watts & R. T. Carter, 1991), and a biodata questionnaire. Results indicated that African American counselor educators' perceptions of departmental racial climate predicted their... Continue Reading →

Una Lucha de Fronteras (2004)

"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 struggle... Continue Reading →

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

"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., Santa... Continue Reading →

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

"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 private... Continue Reading →

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

"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. I... Continue Reading →

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP-Accredited Counseling Programs (2003)

"This exploratory study sought to determine the strategies used by programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to recruit and retain ethnic minority faculty. Seventy-three CACREP liaisons were surveyed and the results indicated that many programs have not developed specific strategies to recruit and retain ethnic minority faculty."... Continue Reading →

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