Category: Discrimination

Creating inclusive department climates in STEM fields: Multiple faculty perspectives on the same departments (2022).

group of people standing indoors

ABSTRACT. Climate studies that measure equity and inclusion among faculty reveal widespread gender and race disparities in higher education. The chilly departmental climate that women and faculty of color experience is typically measured through university-wide surveys. Although inclusion plays out at the department level, research rarely focuses on departments. Drawing from 57 interviews with faculty in 14 science, technology, engineering and math (STEM)... Continue Reading →

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Sink or Swim: The Mentoring Experiences of Latinx PhD Students with Faculty of Color. (2021)

ABSTRACT: 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... Continue Reading →

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Inequitable Rewards: Experiences of Faculty of Color Mentoring Students of Color. (2020)

ABSTRACT:  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... Continue Reading →

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Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity. (2020).

yellow black pencil sharpened above the white paper in macro photography

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 →

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The Burden of Service for Faculty of Color to Achieve Diversity and Inclusion: The Minority Tax (2020).

messy work desk

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 →

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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 →

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‘Before they Kill My Spirit Entirely’: Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities. (2019)

birds flying over sea with boat

ABSTRACT: American Indian and Alaska Natives (AIAN) comprise about 2% of the US population and 0.5% of the faculty in higher education. While scholars have documented the experiences of underrepresented minority (URM) faculty, the perspectives of AIAN faculty at elite universities are largely absent. Although AIAN faculty share many of the same barriers to success... Continue Reading →

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

ABSTRACT: 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... Continue Reading →

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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 →

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Examining Workplace Ostracism Experiences in Academia: Understanding how Differences in the Faculty Ranks Influence Inclusive Climates on Campus. (2016)

ABSTRACT. 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... Continue Reading →

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The Racial Stress of Membership: Development of the Faculty Inventory of Racialized Experiences in Schools. (2013)

ABSTRACT: 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... Continue Reading →

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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 →

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Effectively Recruiting Faculty of Color at Highly Selective Institutions: A School of Education Case Study. (2011)

ABSTRACT: 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... Continue Reading →

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Racial Dialogues: Challenges Faculty of Color Face in the Classroom. (2011)

ABSTRACT: 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... Continue Reading →

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

ABSTRACT: 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... Continue Reading →

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Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing Tenure in the Academy. (2009)

ABSTRACT: 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... Continue Reading →

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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 →

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

a person writing on white paper using pencil

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 →

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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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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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“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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