This report by the American Psychological Association reviews past research on the promotion, tenure and retention of faculty of color in the field of psychology and notes, among other things, how the culture of academia leads to alienation among faculty of color and may account for their underrepresentation in the field. It also highlights the... 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 →
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 →
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 →
Creating an inclusive community for BIPOC faculty: Women of Color in Academia (2022).
ABSTRACT. Institutions of higher education are increasingly diverse with more women and people of color hired, but there remains much work to be done to ensure that underrepresented faculty feel supported in their careers, evaluated fairly for tenure and/or promotion, and made to feel appreciated and valued in their institutions. This perspective paper will review... 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. https://doi-org.libproxy.kenyon.edu/10.1037/amp0000905 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 →
“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 →
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 →
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 →
White privilege, Black resilience: Women of color leading the academy (2021).
ABSTRACT. In the wake of the Black Lives Matter movement, women are still grappling with white male dominance, abuses of power, and normalized tolerance of racism or discrimination. White male dominance is also prevalent in America’s education ecosystems as women are still underrepresented in academic leadership. Academic leaders who are women of color face a... Continue Reading →
To Be Young, Gifted, and Black: The Relationship between Age and Race in Earning Full Professorships (2020).
ABSTRACT. In this study, we sought to examine a growing phenomenon in academe of young full professorships, but through the lens of young Black full professors in higher education as a field of study. This study explores the experiences of seven young Black faculty who attained the rank of full professor before age 45 and... 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 →
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 →
‘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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
“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 →
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 →
Exploring Underrepresentation: The Case of Faculty of Color in the Midwest (1999).
ABSTRACT. On the brink of the twenty-first century, our nation continues to struggle with the challenge of becoming a multicultural society. Although our society takes pride in the opportunities for mobility offered to its citizens, inequities based on racial and ethnic differences continue to exist. This study focuses on continuing inequities for professors in higher... Continue Reading →