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 →
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 →
Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory (2022).
ABSTRACT. Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color (a) culturally responsive mentoring and (b) purposeful support toward tenure and promotion.... Continue Reading →
The Significance of Race in Cross-Racial Mentoring of Faculty of Color (2021).
ABSTRACT. Mentoring is an important aspect of workplace advancement, particularly for faculty of color (FOC). Due to low representation of FOC at higher ranks in many fields, FOC are often mentored by someone of a different race, typically someone who is white. Faculty mentors who differ from their mentee on race may be less equipped to support FOC in navigating the... 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 →
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 →
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 →
‘Before they Kill My Spirit Entirely’: Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities. (2019)
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 →
“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 →
Humanizing the Tenure Years for Faculty of Color: Reflections from STAR Mentors (2017)
ABSTRACT: In this essay, some of the 2015-2017 STAR mentors (mentors of authors in this special issue) illustrate the importance for policymakers, professional organizations, school administrators, and state and system administrators to foster bidirectional relationships with early career scholars of Color. This Insight Column provides the field of language and literacy education, administrators, and state... Continue Reading →
Campus Climate and Coalition Building for Faculty of Color (2016)
ABSTRACT: It is common practice for colleges and universities to tout the diversity of their faculty, staff, and students in marketing materials and mission statements, but one must look beyond the shiny veneer of websites and brochures to understand the daily challenges faculty of color face in academia. In 2000, people of color comprised only... Continue Reading →
Mentoring in Academe: A Feminist Poststructural Lens on Stories of Women Engineering Faculty of Color (2015).
ABSTRACT. We analyzed the mentoring narratives of women of color in faculty in engineering using feminist poststructural narratological lenses. We found that university mentoring systems were designed to align with master narratives of mentoring but did not coincide with women faculty’s own mentoring stories. Specifically, women engineers regarded their mentee experiences and cultures of mentoring with varying levels of suspicion,... Continue Reading →
Faculty of Color in Higher Education: Exploring the Intersections of Identity, Impostorship, and Internalized Racism (2014).
ABSTRACT. Mentoring for faculty of color is critical given their underrepresentation in American colleges and universities. However, the ways in which faculty of color internalize racialized oppression and how it affects their success remains understudied. In this manuscript, the authors juxtapose a literature synthesis concerning faculty of color against a critical review of impostorship theory and impostor syndrome as these phenomena are found to contribute to disparate... 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 →
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 →