Category: Predominately White Institutions

Self-protective Strategies used by Asian and Black Psychology and Counselor Education Faculty who Teach Multicultural Competence Courses (2023).

ABSTRACT. This study consists of a thematic analysis of 19 psychology and counseling Asian and Black faculty who were interviewed concerning their experience teaching graduate level multicultural competency courses (MCCs). The analysis resulted in discovery of five themes related to protective strategies while teaching the course: (a) perspective taking, (b) navigating transparency and self-disclosure, (c) pedagogy for... Continue Reading →

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Surviving Campus Carry: A CRT Analysis of Faculty of Color at a Texas Public PWI (2021).

photo of handgun near mug

ABSTRACT. Throughout history, guns have been used as tools for social control to instill terror within minoritized communities. Campus carry is a current gun law that now allows licensed concealed handgun holders to carry on public college campuses in 11 U.S. states, including Texas (National Conference of State Legislatures [NCSL], 2018). This qualitative study explored... Continue Reading →

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Professor Beware: Liberating Faculty Voices of Color Working in Predominantly White Institutions and Geographic Settings (2021).

cutout paper composition of yellow signboard with exclamation mark

ABSTRACT. Predominantly White institutions (PWIs) have prioritized the recruitment of underrepresented faculty of color. For these faculty, initial excitement about a new position may give way to concerns about workload, support, and the presence of communities of color at the locale. Navigating promotion, campus politics, and negotiating welcoming spaces in the community are challenging for faculty and their loved ones. This study of... Continue Reading →

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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 →

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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 students.... 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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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 →

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Multiracial Faculty Members’ Experiences with Teaching, Research, and Service. (2020)

This study centers 26 Multiracial faculty members’ voices to explore the research question: What are Multiracial tenured and tenure-track faculty members’ experiences with teaching, research, and service within 4-year colleges and universities in the United States? Findings suggest that Multiracial faculty members use their research as a mechanism for social change, but that this research... 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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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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‘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 →

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“Someone Who Looks Like Me” Promoting the Success of Students of Color by Promoting the Success of Faculty of Color (2017)

ABSTRACT:  Despite focused efforts by many colleges and universities, the racial and ethnic composition of college faculty has not increased significantly in more than twenty years. To provide an educational environment that promotes the success of students of color, it is imperative to develop structures that promote the retention and success of faculty of color.... Continue Reading →

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The Vacuous Rhetoric of Diversity: Exploring how Institutional Responses to National Racial Incidences effect Faculty of Color Perceptions of University Commitment to Diversity (2017).

ABSTRACT. Recent news cycles have illuminated the disparate, racialized experiences of Black people in the United States but university leadership responses have been reactionary, or worse non-responsive. This study examines how university responses to national racial incidences such as the police brutality affect how faculty of color in one discipline understand the university’s commitment to diversity and ultimately how... Continue Reading →

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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 →

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Encouraged or Weeded out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions (2017)

ABSTRACT. For this multisite qualitative case study, framed in Bourdieu’s social reproduction theory, we examined mentoring experiences among Students of Color majoring in science, technology, engineering and mathematics (STEM) disciplines at both a predominantly White institution and a historically Black institution. Findings revealed that faculty served as gatekeepers for accessing STEM-related careers for Students of Color. Students of Color at the historically... Continue Reading →

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Women Faculty of Color in a Predominantly White Institution: A Natural Support Group (2017).

ABSTRACT. This article discusses on women faculty of color in a predominantly white institution. As women faculty of color in a Predominantly White Institution (PWI) we face a myriad of obstacles including marginalization, isolation, and the constant struggle to find balance between our personal and professional identities. Although privileged to be working in higher education, baffled by the inequalities must endure to survive... 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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Advice to White Allies: Insights From Faculty of Color (2014).

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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 →

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Moving Racial Discussion Forward: A Counterstory of Racialized Dynamics between an Asian-woman Faculty and White Preservice Teachers in Traditional Rural America. (2014)

ABSTRACT: I describe my experiences teaching elementary literacy methods courses and interacting with White preservice teachers, administrators, and faculty in two remote, traditionally homogeneous U.S. universities. The findings show that many White undergraduate students judged my English language use and racial characteristics, and resisted my professorial expertise. The university administration often placed me in contentious... Continue Reading →

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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 →

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On the Importance of African-American Faculty in Higher Education: Implications and Recommendations (2013)

ABSTRACT. Intercultural competence, a critical component of individual student development, has become an essential 21st-century learning outcome for college students (King & Baxter Magolda, 2005).In this article, we argue that the presence, influence, and contributions of faculty of Color can help higher education students achieve intercultural competence. We define intercultural competence as people’s ability to... 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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Breaking Silence, Building Solutions: The Role of Social Justice Group Work in the Retention of Faculty of Color (2012).

ABSTRACT. In spite of their many diversity initiatives, predominantly White colleges and universities have a poor track record in the recruitment and retention of faculty of color. This article unpacks the White privilege inherent in barriers to retention by focusing on three standards commonly used to make promotion and tenure decisions: teaching, service, and scholarship. A story of... 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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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 →

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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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Transforming the Culture of the Academy through “Preparing Future Faculty” Programs (2010)

ABSTRACT: Preparing Future Faculty programs were developed as an alternate way to prepare doctoral students for academic careers. The author discusses experiences of faculty of color in institutions of higher education. The article describes the original University of Georgia Preparing Future Faculty in Psychology program with its emphasis on students of color. Lessons learned and... 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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Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness (2006)

ABSTRACT: This study explores the relationship between organizational and individual characteristics and diversity-related experiences at liberal arts colleges. Compared with their counterparts at other types of institutions, students at liberal arts colleges report more experiences with diversity. In addition, this study also finds that diversity experiences are positively related with a variety of student outcomes.... Continue Reading →

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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 →

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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 →

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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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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 →

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The Black Academic: Faculty Status among African Americans in U.S. Higher Education (2000).

ABSTRACT. Research reveals a persistent problem of underrepresentation and low academic status of African American faculty members at most U.S. colleges and universities. Using univariate and bivariate statistics, this study examined the status of African Americans in the U.S. professorate and its relationship to this group's access and success. It compared the characteristics, experiences, and... Continue Reading →

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