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 →
Sacrificing Body and Mind: Pretenure Women Faculty of Color, their Health, and Well-being (2023).
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 →
White privilege, Black resilience: Women of color leading the academy (2021).
ABSTRACT. In the wake of the Black Lives Matter movement, women are still grappling with white male dominance, abuses of power, and normalized tolerance of racism or discrimination. White male dominance is also prevalent in America’s education ecosystems as women are still underrepresented in academic leadership. Academic leaders who are women of color face a... 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 →
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 →
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 →
Black Female Faculty, Resilient Grit, and Determined Grace or ‘Just Because Everything is Different Doesn’t Mean Anything has Changed’. (2016)
ABSTRACT: 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... 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 →
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 →
Faculty of Color in Academe: What 20 years of Literature Tells Us (2008)
ABSTRACT> To better prepare students for an increasingly diverse society, campuses across the country remain engaged in efforts to diversify the racial and ethnic makeup of their faculties. However, faculty of color remain seriously underrepresented, making up 17% of total full-time faculty. In the past 20 years, more than 300 authors have addressed the status... Continue Reading →