A Resource for Faculty of Color in Academia
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 →
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 →
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 →
ABSTRACT. This article interweaves discussions of successes and tensions surrounding cross-racial collaborative social justice efforts in teacher education. It addresses frustrations that often occur for faculty of Color when working with White allies in P-12 settings and schools of educational Predominantly White Institutions. Advice is offered with the larger goal of helping White allies think... Continue Reading →
ABSTRACT. In spite of their many diversity initiatives, predominantly White colleges and universities have a poor track record in the recruitment and retention of faculty of color. This article unpacks the White privilege inherent in barriers to retention by focusing on three standards commonly used to make promotion and tenure decisions: teaching, service, and scholarship. A story of... Continue Reading →
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 →
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 →
ABSTRACT. Despite the fact that few people appear to endorse negative stereotypes of Blacks, such stereotypes are widely disseminated in our culture. Consequently, such stereotypes can have pervasive consequences on one's impressions of African Americans, even by low-prejudice Whites and by Blacks themselves. Thus, we predicted that student judgments of intellectual competence would be more... Continue Reading →