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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
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 →
Living in Two Worlds: Success and the Bicultural Faculty of Color. (2003)
ABSTRACT. The University of Hawaii faculty interviewed in this study provide a glimpse of the factors that they think influenced their success and identify a bicultural stance that helps them surmount institutional barriers and balance the demands of a faculty career. The research design used the grounded theory approach to build theory, incorporating a guiding... 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 →