Category: Qualitative Inquiry

The Costs of Staying: Experiences of Racially Minoritized LGBTQ + Faculty in the Field of Higher Education (2023).

ABSTRACT. This critical qualitative study illuminates how racially minoritized LGBTQ + faculty in the field of higher education navigate racist and heterosexist systems, leading to inordinate challenges related to tenure and promotion and deteriorating health and well-being. This system of higher education fosters isolation, hostility, racial battle fatigue, and LGBTQ + erasure offering limited support, negative institutional environments, and... Continue Reading →

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Dialogues in Leadership Herstory: Exploring the experiences of Black Women Faculty in a Leadership-Development Program (2023).

ABSTRACT. Black women are underrepresented in all ranks of higher education, from tenured faculty to university presidents. There is a need for academic leadership programs that support Black women’s rise to positions of leadership within academia. Dialogues in Leadership Herstory (DiLH) is a professional-development program that supports women’s exploration of leadership in higher education through coaching. Its... Continue Reading →

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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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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 →

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Sacrificing Body and Mind: Pretenure Women Faculty of Color, their Health, and Well-being (2023).

woman holding her head

ABSTRACT: This study utilized a qualitative secondary data analysis design with an intersectional perspective to ask: How does academia shape or impact the health and well-being of women faculty of color (WFOC) as they navigate the tenure track? Interview data with 33 pretenure WFOC across the United States were examined via typological analysis, revealing two overarching themes that reflect... Continue Reading →

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Reimagining Leadership through the Everyday Resistance of Faculty of Color (2023).

resilience text on pink ink

ABSTRACT: Faculty of color (FOC) engage in important diversity, equity, and inclusion leadership central to a mission of servingness in Hispanic Serving Institutions (HSIs)—a commitment to serving the holistic needs of growing numbers of racially and economically diverse students (Garcia, 2016). Yet, when engaging in leadership structures (e.g., policies, practices), FOC confront racism and sexism. Such systemic barriers... Continue Reading →

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Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions (2022).

woman with cross symbol on mouth unable to speak

ABSTRACT: Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in... Continue Reading →

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Counterstories of Multiculturalism and Social Justice: Lived experience of Asian and Black Faculty Teaching Multicultural Classes (2022).

ABSTRACT. The espoused values of multiculturalism and social justice often depict counseling and psychology programs as exceptions in the systematically racist context of academia, where faculty of color often experience marginalization, alienation, isolation, and othering. As part of a larger study, the purpose of this article was to highlight the lived experiences of faculty of color teaching multicultural classes in graduate counseling and... Continue Reading →

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Creating Inclusive Department Climates in STEM Fields: Multiple Faculty Perspectives on the Same Departments (2022).

group of people standing indoors

ABSTRACT. Climate studies that measure equity and inclusion among faculty reveal widespread gender and race disparities in higher education. The chilly departmental climate that women and faculty of color experience is typically measured through university-wide surveys. Although inclusion plays out at the department level, research rarely focuses on departments. Drawing from 57 interviews with faculty in 14 science, technology, engineering and math (STEM)... Continue Reading →

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Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory (2022).

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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 →

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“If Only We Are Brave Enough to Be It”: Demanding More from Diversity, Equity, andInclusion Efforts to Support Women Faculty of Color (2021).

ABSTRACT. The Black Lives Matter protests, the racial inequality laid bare by the COVID-19 pandemic, and the January 6, 2021 attack on the U.S. Capitol prompted several organizations and academic institutions to write statements in support of the Movement for Black Lives and to re-evaluate their dedication to Diversity, Equity, and Inclusion (DEI). Using auto-ethnographical... Continue Reading →

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From First to First: Black, Indigenous, and People of Color first-generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis (2021).

ABSTRACT. While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)—that is, first-generation students who went on to become faculty and/or administrators—experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race,... 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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Facing the Storm: Our first Annual Faculty of Color Writing Retreat as a Microcosm for being a Black Woman in the Academy (2021).

ABSTRACT. In this article, four Black woman scholars explore their experiences in academia through the shared event of a writing retreat. This piece follows the rich storytelling history of Black women scholars who have carved out spaces where they can tell their truths. This work pairs narrative inquiry and autoethnography to address the question: How... 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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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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‘It’s Pretty Essential’: A Critical Race Counter-Narrative of Faculty of Color Understandings of Diversity and Equity in Doctoral Admissions (2020).

ABSTRACT. Using a short story fiction counter-narrative, this critical race study examines how faculty of color within higher education and student affairs doctoral-granting programs bring critical epistemologies to their decision-making in the student admissions process and work to decolonize the academy despite neoliberal pressures. Faculty of color depart from current accounts of faculty decision-making in doctoral education in two key ways—by disregarding standardized measures... 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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Secret service: Revealing gender biases in the visibility and value of faculty service (2019).

ABSTRACT.Although the demand for faculty service has increased substantially in recent years, the workload is not shared equitably among tenure-track faculty (Guarino & Borden, 2017; Pyke, 2011). Women faculty tend to spend more time on service activities than men, and they tend to perform important yet less institutionally recognized forms of service like mentoring, committee... Continue Reading →

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Mitigating the ‘powder keg’: The experiences of faculty of color teaching multicultural competence (2019).

woman with fire in cauldron

ABSTRACT, Teaching multicultural competence is a unique experience. Little is known, however, about the experiences of faculty of color teaching multicultural competence. In this phenomenological study, semistructured interviews were conducted with 12 faculty of color to explore their experiences teaching multicultural competence in counseling graduate programs and in the context of their universities. Five themes emerged including (1) dual threads of multicultural competence,... Continue Reading →

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‘Before they Kill My Spirit Entirely’: Insights into the Lived Experiences of American Indian Alaska Native Faculty at Research Universities. (2019)

birds flying over sea with boat

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 →

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“How Do You Advance Here? How Do You Survive?” An Exploration of Under-represented Minority Faculty Perceptions of Mentoring Modalities (2018).

two women talking inside the classroom

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 →

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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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Resisting, Rejecting, and Redefining Normative Pathways to the Professoriate: Faculty of Color in Higher Education. (2018)

ABSTRACT:  The Faculty of Color Cohort 2014 (FOCC2014) consists of 20 scholars in faculty positions across the country. Here we use the theory of transformational resistance and data from our private Facebook group webpage as a way to understand the resistance enacted by the FOCC2014 as first-year faculty members. Through critical discourse analysis, we investigate... 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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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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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 →

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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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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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Faculty Women of Color: The Critical Nexus of Race and Gender (2011).

ABSTRACT.This article examines the experiences of faculty women of color at predominately White public research extensive universities. In the wake of legal challenges to affirmative action, such as Gratz and Grutter, and the proliferation of anti-affirmative action state 'Civil Rights Initiatives,' these issues become critically important. This study's central questions were, 'What are the lived experiences of faculty women of color in predominately... 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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Minority faculty members’ resilience and academic productivity: are they related? (2010).

ABSTRACT. Purpose To explore whether there is a relationship between resilience and academic productivity of minority faculty members in U.S. academic health centers. For the purposes of the study, the authors defined academic productivity as peer-reviewed and non-peer-reviewed publications, grants, and academic promotion. Method In 2007, the authors simultaneously collected quantitative and qualitative data by... Continue Reading →

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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 →

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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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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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Women of Color in Academe: Living with Multiple Marginality (2002).

ABSTRACT. Faculty women of color experience multiple marginality, characterized by lived contradiction and ambiguous empowerment. Their lives are often invisible, hidden within studies that either examine experiences of women faculty or faculty of color. Recommendations to affirm, validate, and value contributions by faculty women of color emerge from an analysis of interviews and recent literature.... Continue Reading →

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