This report by the American Psychological Association reviews past research on the promotion, tenure and retention of faculty of color in the field of psychology and notes, among other things, how the culture of academia leads to alienation among faculty of color and may account for their underrepresentation in the field. It also highlights the... Continue Reading →
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 →
Evaluating Student Evaluations of Teaching:a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2022).
ABSTRACT. Student evaluations of teaching are ubiquitous in the academe as a metric for assessing teaching and frequently used in critical personnel decisions. Yet, there is ample evidence documenting both measurement and equity bias in these assessments. Student Evaluations of Teaching (SETs) have low or no correlation with learning. Furthermore, scholars using different data and... Continue Reading →
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 →
Creating an inclusive community for BIPOC faculty: Women of Color in Academia (2022).
ABSTRACT. Institutions of higher education are increasingly diverse with more women and people of color hired, but there remains much work to be done to ensure that underrepresented faculty feel supported in their careers, evaluated fairly for tenure and/or promotion, and made to feel appreciated and valued in their institutions. This perspective paper will review... Continue Reading →
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 →
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 →
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 →
The Paucity of Asian-American Distinguished Professors and Endowed Chairs: Toward a More Racially Integrated System of Advancement in the Professoriate (2019).
ABSTRACT. Although not discussed much in the literature related to faculty careers and development, increasing the amount of Asian American endowed chairs and distinguished professors is an important issue that needs to be addressed. The purpose of this article is to explore and account for the paucity of Asian Americans in prestigious academic faculty appointments,... Continue Reading →
Mitigating the ‘powder keg’: The experiences of faculty of color teaching multicultural competence (2019).
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 →
Measuring the Diversity Inclusivity of College Courses (2011).
ABSTRACT. Most studies of curricular diversity have focused on the effects of participation in diversity courses on student outcomes. Though the results have been positive, these studies have used limited measures of curricular diversity and there is a great need for a complimentary body of research demonstrating what faculty and what types of courses are... Continue Reading →
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 →
Moving Racial Discussion Forward: A Counterstory of Racialized Dynamics between an Asian-woman Faculty and White Preservice Teachers in Traditional Rural America. (2014)
ABSTRACT: 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... 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 →
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 →
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 →
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 →
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 RateMyProfessors.com, the present study examined SETs from 3,079 White; 142 Black; 238 Asian; 130 Latino; and 128 Other race faculty at the... 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 →
Examining the Relation Between Race and Student Evaluations of Faculty Members: A Literature Review (2007).
ABSTRACT. The assertion that scholarship is limited on the relation between ethnicity and student evaluations of faculty members is perhaps an understatement. While there is a wealth of scholarship on the relation between gender and student evaluations of faculty members, little has been published on how ethnicity (of both faculty members and students) informs students'... Continue Reading →
Faculty Members’ Social Identities and Classroom Authority (2007).
ABSTRACT. How do faculty members’ social group identities influence their choices about how they present themselves and their course materials? How do these identities affect student responses to them and the material they present? Chesler, M., & Young, A. A. (2007). Faculty members’ social identities and classroom authority. New Directions For Teaching and Learning, 111,... 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 →
The Contribution of Faculty of Color to Undergraduate Education (2006)
ABSTRACT: Using data from a national study of 13,499 faculty at 134 colleges and universities, this study explores the impact of faculty of color on undergraduate education. This study finds compelling evidence to suggest that faculty of color do provide an important contribution to undergraduate education in two ways. First, faculty of color employ a... 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 →
“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 →
Living in Two Worlds: Success and the Bicultural Faculty of Color. (2003)
ABSTRACT. The University of Hawaii faculty interviewed in this study provide a glimpse of the factors that they think influenced their success and identify a bicultural stance that helps them surmount institutional barriers and balance the demands of a faculty career. The research design used the grounded theory approach to build theory, incorporating a guiding... Continue Reading →
“Race Doesn’t Matter, but…”: The Effect of Race on Professors’ Experiences and Emotion Management in the Undergraduate College Classroom (2003)
ABSTRACT. Research has shown how black scholars' experiences differ from those of their white counterparts in regard to research and service, but few studies have addressed the influence of race on professors' teaching experiences. In this paper I examine how and to what degree race shapes professors' perceptions and experiences in the undergraduate college classroom.... Continue Reading →
An Apartheid of Knowledge in Academia: The Struggle Over the “Legitimate” Knowledge of Faculty of Color (2002).
FROM THE PAPER. The first part of our analysis draws from national trend data on the representation of faculty of color across different types of postsecondary institutions, academic ranks, and departments. The second part of our analysis presents the tenure story of a faculty member of color. The story is told twice, from a majoritarian... Continue Reading →