Category: Research

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

crop ethnic psychologist writing on clipboard during session

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 →

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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... 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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‘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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#CommunicationSoWhite (2018)

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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 →

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Why Diversity Matters in rural America: Women Faculty of Color Challenging Whiteness. (2018)

ABSTRACT: Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism... 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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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 →

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

ABSTRACT: College diversity experiences have been praised not only for their role in promoting student growth but also for contributing to future engagement with diversity. However, the evidence supporting this latter claim is quite limited, often relying on cross-sectional analyses. This study examines whether and how students’ first-year diversity experiences predict their senior-year diversity experiences... Continue Reading →

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

ABSTRACT: 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... 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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Una Lucha de Fronteras (2004)

"ABSTRACT: The 'lived contradictions' of female faculty of color is the focus of this paper. Quantitative data paint the picture of the existing institutional inequities (salary, tenure/promotion quality of life) that place and keep women of color in economic and scholarly ghettos. One African American woman scholar and two Chicana scholars describe their experiences 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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