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 →
Evaluating Student Evaluations of Teaching:a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2022).
ABSTRACT. Student evaluations of teaching are ubiquitous in the academe as a metric for assessing teaching and frequently used in critical personnel decisions. Yet, there is ample evidence documenting both measurement and equity bias in these assessments. Student Evaluations of Teaching (SETs) have low or no correlation with learning. Furthermore, scholars using different data and... 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 →
Latina Women in Academia: Challenges and Opportunities (2022).
ABSTRACT. Latina women and other ethnic and racial groups continue to be underrepresented in science, technology, engineering, and mathematics (STEM) fields, including public health. This underrepresentation of people from diverse backgrounds and lived experiences in academic public health and other scientific disciplines is a form of epistemic oppression, exclusion that hinders contribution to knowledge production... 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 →
Patching the “Leaky Pipeline”: Interventions for Women of Color Faculty in STEM Academia (2019).
ABSTRACT. The 'leaky pipeline' entails the progressive loss of competent women faculty members in the fields of science, technology, engineering, and mathematics (STEM). These leaks have been identified at various career stages, including selection, promotion, and retention. Efforts to increase female representation in STEM academia have had mixed results: Although the overall percentage of STEM women faculty has increased... Continue Reading →
Adverse Racial Climates in Academia: Conceptualization, Interventions, and Call to Action. (2019)
ABSTRACT: Racial conflict at universities across the US has been the focus of academic concern and media attention, yet often administrators and faculty do not understand the problems or know how to approach solutions. Drawing from many branches of psychological science, this paper describes how an oppressive academic climate results in negative outcomes for students... Continue Reading →
“How Do You Advance Here? How Do You Survive?” An Exploration of Under-represented Minority Faculty Perceptions of Mentoring Modalities (2018).
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 →
Advice to White Allies: Insights From Faculty of Color (2014).
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 →
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 →
Examining the Relation Between Race and Student Evaluations of Faculty Members: A Literature Review (2007).
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 →