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 →
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 →
My Liminal Praxis in the American Academy as a Transnational Scholar: A Scholarly Personal Narrative (2022).
ABSTRACT. In this scholarly personal narrative (SPN), I illustrate how I have engaged with a system that does not reflect who I am and against prevailing currents as an associate professor in higher education who came to the U.S. as an international student in the late 1990s from South America, to finally find my place... 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 →
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 students.... 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 →
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 →
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 →
Students’ stereotypes of professors: An exploration of the double violations of ethnicity and gender (2010).
ABSTRACT. This study examined students’ stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response amplification and expectancy violation theories was found. Women professors were viewed as more... 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 →
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 →
Retention, Tenure, and Promotion of Hispanic Faculty in Colleges of Education: Working Toward Success Within the Higher Education System. (2003)
ABSTRACT. Evidence assessing the inclusion of diverse faculty in U.S. universities indicates some institutions are failing to meet their needs, especially of Hispanic faculty. One of the major reasons to effectively deal with this issue is the lack of ability to quell visible and silent variables that block the success of diverse faculty. Guanipa, C.,... Continue Reading →
An Apartheid of Knowledge in Academia: The Struggle Over the “Legitimate” Knowledge of Faculty of Color (2002).
FROM THE PAPER. The first part of our analysis draws from national trend data on the representation of faculty of color across different types of postsecondary institutions, academic ranks, and departments. The second part of our analysis presents the tenure story of a faculty member of color. The story is told twice, from a majoritarian... 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 →