It Could Be Us: Black Faculty as “Threats” on the Path to Tenure (2022).

ABSTRACT. Racial disparities in tenure and promotion outcomes are well known in the existing research literature. Scholarship establishes that Black and Brown faculty experience unique challenges when navigating the tenure and promotion process, such as lack of diverse mentorship, biased student/peer evaluations, and disproportionately high service demands. However, the public has entered this discourse due... 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 →

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

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 →

Clearing the path: Queer faculty of color navigating tenure and promotion (2020).

ABSTRACT. This chapter provides an overview of the relevant literature, deepening the comprehension of what it means to navigate the tenure and promotion process as a faculty member who manages the intersections of marginalized identities within a predominantly white and rural academic institution. Rooted in an intersectional, critical race theoretical framework, the chapter emphasizes the significance of... Continue Reading →

Gender and Race Differences in Faculty Assessment of Tenure Clarity: The Influence of Departmental Relationships and Practices (2019).

ABSTRACT. The authors look at how the intersection of gender and race influences pretenure faculty members’ perceptions of the clarity of tenure expectations. The authors also seek to identify potential predictors (assessment of mentoring, relationships with peers, feedback on progress toward tenure, and of fairness in tenure decision making and evaluation) of perceptions of tenure... 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 →

Conceptualizing Tolerance as Recognition: Black American Endowed and Distinguished Professors of Education in US Colleges and Universities (2016).

ABSTRACT. This study analyzes a compiled list of Black American endowed and distinguished professors of education for the 2013-2014 academic year published by the Journal of Blacks in Higher Education. Conceptualizing tolerance as recognition, the study claims that there is a gradual increase in the appointments of Blacks to endowed or distinguished professorships in many different... Continue Reading →

Indigenous Faculty at Canadian Universities: Their Stories (2012).

Henry, F. (2012). Indigenous Faculty at Canadian Universities: Their Stories. Canadian Ethnic Studies 44(1), 101-132. doi:10.1353/ces.2012.0005. ABSTRACT. This paper is based on twenty-three interviews conducted with Indigenous faculty at ten universities in Canada. Only .9% of total university faculty are Indigenous. While Indigenous faculty shared some concerns with racialized faculty such as under-representation, the lack of diversity among... Continue Reading →

Race, Gender, and scholarly Impact: Disparities for women and faculty of color in clinical psychology (2021).

ABSTRACT. We sought to determine if gender and race are associated with scientific impact, scholarly productivity, career advancement, and prestige. Methods: Publicly available data on publications, h‐index, advancement, and prestige were assessed across core faculty in all American Psychological Association‐accredited clinical psychology programs at R1 institutions in the United States (87 programs, 918 scientists). Results: There were... 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 →

How to Survive and Thrive in Academia (2009)

ABSTRACT: This qualitative study investigated the survival and coping strategies employed by 17 faculty of color teaching in counseling programs across the United States. Results indicated that for participants, the meaning of survival extends beyond the ability to meet expectations for tenure and promotion and achieve professional longevity. Survival entails engaging in a variety of... 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 →

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 →

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