Real Change or Performative Anti-Racism? Clinical Psychology Programs’ Efforts to Recruit and Retain Bipoc Scholars (2023).

ABSTRACT. Objective This study assessed perceptions of Clinical Psychology doctoral programs’ efforts to recruit and retain faculty and graduate students of color, as well as differences in perceptions based on participants’ position within their program (i.e. graduate student versus faculty) and race. Method Participants (n = 297; 35% people of color; 79% female; mean age: 32) were graduate students and faculty from... Continue Reading →

More Service or More Advancement: Institutional Barriers to Academic Success for Women and Women of Color Faculty at a Large Public Comprehensive Minority-Serving State University (2022).

ABSTRACT. Racialized and gendered imbalances impact tenure-track faculty service workload and ultimately, career advancement for women faculty, especially women of color faculty. This article reports on a 3-year study examining the barriers to career advancement for women/women of color tenure-line Science, Technology, Engineering and Math (STEM) faculty at a large public comprehensive minority-serving university. We aimed to understand institutional policies and practices, and compared... Continue Reading →

Why so Few, Still? Challenges to Attracting, Advancing, and Keeping Women Faculty of Color in Academia (2022)

ABSTRACT. From its earliest beginnings, the university was not designed for women, and certainly not for women of color. Women of color in the United States are disproportionately under-represented in academia and are conspicuous by their absence across disciplines at senior ranks, particularly at research-intensive universities. This absence has an epistemic impact and affects future... Continue Reading →

The Case for Greater Faculty Diversity: Examining the Educational Impacts of Student-Faculty racial/ethnic match. (2021)

ABSTRACT. Faculty diversity has benefits for all students; however, increasing faculty diversity may be particularly helpful in reducing academic disparities for students of color. This study examines the impact of having a professor of the same race/ethnicity on student performance. A longitudinal model was tested to examine how campus racial/ethnic composition and student-faculty racial/ethnic match... Continue Reading →

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 →

Exploring Bias in Student Evaluations: Gender, Race, and Ethnicity (2020).

ABSTRACT. Research continues to accumulate showing that in instructor evaluations students are biased against women. This article extends these analyses by examining the dynamics between evaluations and gender and race/ethnicity. In a quasi-experimental design, faculty members teaching identical online courses recorded welcome videos that were presented to students at the course onset, constituting the sole... 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 →

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 →

Queering and Browning the Pipeline for LGBTQ Faculty of Color in the Academy: The Formation of the LGBTQ Scholars of Color National Network (2019).

ABSTRACT. While the literature on lesbian, gay, bisexual, transgender, and queer (LGBTQ) people in academia has increased over the past two decades, there is a dearth of research concentrating on LGBTQ graduate students and faculty of color. The present paper provides an overview of LGBTQ people of color’s experiences across different educational systems and academic... 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 →

#CommunicationSoWhite (2018)

ABSTRACT: Racial inequalities and the colonial legacies of White supremacy permeate scholarly and public discussions today. As part of an ongoing movement to decenter White masculinity as the normative core of scholarly inquiry, this paper is meant as a preliminary intervention. By coding and analyzing the racial composition of primary authors of both articles and... Continue Reading →

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 →

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 →

Examining Workplace Ostracism Experiences in Academia: Understanding how Differences in the Faculty Ranks Influence Inclusive Climates on Campus. (2016)

ABSTRACT. The purpose of this study is to examine differences in the faculty experiences and outcomes of workplace ostracism, and to determine if these experiences are affected significantly by the gender composition of an employee’s specific department. Participants were recruited at two time points to complete campus climate surveys that were distributed to faculty at... Continue Reading →

Faculty of Color and White Faculty: An Analysis of Service in Colleges of Education in the Arizona Public University System (2015).

ABSTRACT: This study examined faculty participation in service in the Arizona public university system among faculty of color and White faculty. Data were utilized from a survey of faculty in the colleges of education at Arizona State University, Northern Arizona University, and University of Arizona. Independent t-tests revealed that faculty of color were more likely... Continue Reading →

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 →

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 →

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 →

Examining Student Evaluations of Black College Faculty: Does Race Matter? (2011)

ABSTRACT. The purpose of this study was twofold. First, to describe the undergraduate student ratings of teaching effectiveness based on the traditional 36-item end-of-course evaluation form used in the College of Education (COE) at a southeastern Research Extensive predominantly White institution. Second, using critical race theory (CRT) to compare the teaching effectiveness for the tenure-track... Continue Reading →

Students’ stereotypes of professors: An exploration of the double violations of ethnicity and gender (2010).

ABSTRACT. This study examined students’ stereotypes of professors based on professor ethnicity, gender, teaching style, and course taught. An ethnically diverse sample of undergraduates (N = 594) rated hypothetical professors on several dimensions including perceived warmth, professional competence, and difficulty. Evidence consistent with response amplification and expectancy violation theories was found. Women professors were viewed as more... Continue Reading →

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 →

The role of perceived race and gender in the evaluation of college teaching on RateMyProfessors (2010).

ABSTRACT. The present study examined whether student evaluations of college teaching (SETs) reflected a bias predicated on the perceived race and gender of the instructor. Using anonymous, peer-generated evaluations of teaching obtained from, the present study examined SETs from 3,079 White; 142 Black; 238 Asian; 130 Latino; and 128 Other race faculty at the... Continue Reading →

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 →

Students’ Preconceptions of Professors: Benefits and Barriers according to Ethnicity and Gender (2005)

ABSTRACT. The present study examined the influence of professor and student characteristics on students’ preconceptions of college professors. Course syllabi for a politically charged social science course were constructed with versions varying by teaching style, professor gender, and professor ethnicity. A total of 633 (44% Latino; 34% African American; 22% Anglo) undergraduates rated the course... Continue Reading →

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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