ABSTRACT: Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in... Continue Reading →
Epistemic Exclusion: Scholar(ly) Devaluation that Marginalizes Faculty of Color. (2021)
ABSTRACT: 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... 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 →
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 →
‘You intimidate Me’ as a Microaggressive Controlling Image to Discipline Womyn of Color faculty. (2018)
ABSTRACT: 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... Continue Reading →
Women Faculty of Color: Stories Behind the Statistics (2014)
ABSTRACT: 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... Continue Reading →
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 →
Teaching in the Line of fire: Faculty of Color in the Academy (2009)
ABSTRACT: Historically, faculty of color have been woefully underrepresented in higher education. Since the 1980s, though, numbers for these academics have begun to increase. According to a 2005 report from the American Council on Education (ACE), faculty of color have experienced steady growth during the past two decades, more than doubling their numbers to over... 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 →
Faculty Members’ Social Identities and Classroom Authority (2007).
ABSTRACT. How do faculty members’ social group identities influence their choices about how they present themselves and their course materials? How do these identities affect student responses to them and the material they present? Chesler, M., & Young, A. A. (2007). Faculty members’ social identities and classroom authority. New Directions For Teaching and Learning, 111,... 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 →
Students’ Preconceptions of Professors: Benefits and Barriers according to Ethnicity and Gender (2005)
ABSTRACT. The present study examined the influence of professor and student characteristics on students’ preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender, and professor ethnicity. A total of 633 (44% Latino; 34% African American; 22% Anglo) undergraduates rated the course... 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 →