Sink or swim: The mentoring experiences of Latinx PhD students with faculty of color. (2021)

"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)

"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 of... 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)

"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 of... Continue Reading →

Epistemic exclusion: Scholar(ly) devaluation that marginalizes faculty of color. (2020)

"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 scholarship... Continue Reading →

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 may also be invalidated by monoracial... Continue Reading →

Adverse racial climates in academia: Conceptualization, interventions, and call to action. (2019)

"Drawing from many branches of psychological science, this paper describes how an oppressive academic climate results in negative outcomes for students and faculty of color, such as psychological distress, grievances, discrimination lawsuits, faculty turnover, and student dropout. Described are some empirically-supported actions departments can employ to improve the racial climate and thereby promote racial healing... Continue Reading →

‘You intimidate me’ as a microaggressive controlling image to discipline womyn of color faculty. (2018)

"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 that reflect a... Continue Reading →

Humanizing the Tenure Years for Faculty of Color: Reflections From STAR Mentors (2017)

"This essay illustrate(s) 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... provides... policymakers with recommendations and implications on how to better prepare, serve, retain, and humanize early career scholars of Color." Turner, J. D., Haddix, M. M., Gort,... Continue Reading →

“Someone who looks like me” Promoting the Success of Students of Color by Promoting the Success of Faculty of Color (2017)

"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. Five... Continue Reading →

Black female faculty, resilient grit, and determined grace or ‘Just because everything is different doesn’t mean anything has changed’. (2016)

"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 of... Continue Reading →

What Is Faculty Diversity Worth to a University? (2016)

"Matthews discusses how faculty of color are expected to take on an additional set of responsibilities as mentors and diversity representatives, but do not receive money or tenure to compensate for this 'invisible labor'. Matthews also touches on how the academy is 'structurally hostile to meaningful diversity" Matthew, Patricia A. (2016). What Is Faculty Diversity... Continue Reading →

Women Faculty of Color: Stories Behind the Statistics (2014)

"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 of... Continue Reading →

Moving racial discussion forward: A counterstory of racialized dynamics between an Asian-woman faculty and white preservice teachers in traditional rural America. (2014)

"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 situations... Continue Reading →

The racial stress of membership: Development of the faculty inventory of racialized experiences in schools. (2013)

"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 analyses,... Continue Reading →

Promoting Sustained Engagement with Diversity: The Reciprocal Relationships between Informal and Formal College Diversity Experiences (2012)

"Bowman explores the “diversity experiences” of college students to determine if their attitudes about and interactions with diversity have changed from students’ freshman to senior years. He finds that positive diversity interactions and openness to diversity as freshman are significant predictors of positive diversity interactions later on..." Bowman, N. A. (2012). Promoting sustained engagement with... Continue Reading →

Racial dialogues: Challenges faculty of color face in the classroom. (2011)

"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 interviewed... Continue Reading →

Effectively recruiting faculty of color at highly selective institutions: A school of education case study. (2011)

"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 faculty... Continue Reading →

Race and Gender Oppression in the Classroom: The Experiences of Women Faculty of Color with White Male Students (2010)

"Research shows that an oppressive classroom environment impairs learning and academic performance for students with oppressed identities. Less research examines faculty perceptions of their classroom, but such research could reveal whether an oppressive environment impairs teaching effectiveness. Although the literature shows that women faculty of color spend a disproportionate amount of time teaching, researchers have... Continue Reading →

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

"Preparing Future Faculty programs were developed as an alternate way to prepare doctoral students for academic careers... The article describes the original University of Georgia Preparing Future Faculty in Psychology program with its emphasis on students of color. Lessons learned and implications for training are discussed." Phelps, R. E. (2010). Transforming the culture of the... Continue Reading →

Smiling faces and colored spaces: The experiences of faculty of color pursing tenure in the academy. (2009)

"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 that... Continue Reading →

Racial Microaggressions Against Black Counseling and Counseling Psychology Faculty: A Central Challenge in the Multicultural Counseling Movement (2008)

"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." Constantine, M., Smith, L. Redington, R. M., & Owens, D. (2008). Racial microaggressions against Black... Continue Reading →

Perceptions of African American Male Junior Faculty on Promotion and Tenure: Implications for Community Building and Social Capital. (2006)

"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, and... Continue Reading →

Student Experiences with Diversity at Liberal Arts Colleges: Another Claim for Distinctiveness (2006)

"Umbach and Kuh explore different types of diversity at colleges (diverse student representation, diversity initiatives such as courses and workshops), and diversity interactions to see if there is a difference in diversity interactions between all university students and liberal arts college students." Umbach, P. D., & Kuh, G. D. (2006). Student experiences with diversity at... Continue Reading →

“Unsettling Relations”: Racism and Sexism Experienced by Faculty of Color in a Predominantly White Canadian University (2005)

"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 academic... Continue Reading →

African American Counselor Educator’s Job Satisfaction and Perceptions of Departmental Racial Climate (2005)

"Forty‐eight African American counselor educators completed the Minnesota Satisfaction Questionnaire‐Short Form (D. J. Weiss, R. V. Dawis, G. W. England, & L. H. Lofquist, 1967), the Racial Climate Scale (R. J. Watts & R. T. Carter, 1991), and a biodata questionnaire. Results indicated that African American counselor educators' perceptions of departmental racial climate predicted their... Continue Reading →

Retention, Tenure, and Promotion of Hispanic Faculty in Colleges of Education: Working Toward Success Within the Higher Education System. (2003)

"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., Santa... Continue Reading →

Race, Research, and Tenure: Institutional Credibility and the Incorporation of African, Latino, and American Indian Faculty. (2003)

"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 private... Continue Reading →

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