Part III - Strategies for Inclusion and Retention
Published online by Cambridge University Press: 21 April 2022
Summary
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
- Type
- Chapter
- Information
- We're Not OKBlack Faculty Experiences and Higher Education Strategies, pp. 145 - 240Publisher: Cambridge University PressPrint publication year: 2022
References
References
Allen, M. D. (2018). If you can see it, you can be it: Black panther’s black woman magic. Journal of Pan African Studies, 11(9), 20–2.Google Scholar
Ashley, W. (2014). The angry black woman: The impact of pejorative stereotypes on psychotherapy with black women. Social Work in Public Health, 29(1), 27–34.Google Scholar
Banks, W. M. (1984). Afro-American scholars in the university: Roles and conflicts. American Behavioral Scientist, 27(3), 325–38.CrossRefGoogle Scholar
Beauboeuf-Lafontant, T. (2002). A womanist experience of caring: Understanding the pedagogy of exemplary Black women teachers. The Urban Review, 34(1), 71–86.CrossRefGoogle Scholar
Beauboeuf-Lafontant, T. (2005). Womanist lessons for reinventing teaching. Journal of Teacher Education, 56(5), 436–45.CrossRefGoogle Scholar
Bell, D. A. (1980). Brown and the interest-convergence dilemma. In Bell, D. A. (ed.), Shades of Brown: New perspectives on school desegregation. New York: Teachers College Press, 91–106.Google Scholar
Bell, J. (2005). Doing your research project: A guide for first-time researchers in education, health and social science. 4th ed. Maidenhead: Open University Press.Google Scholar
Caine, V., Estefan, A. & Clandinin, D. J. (2019). Narrative inquiry. In Atkinson, P., Delamont, S., Cernat, A., Sakshaug, J. W. & Williams, R. A. (eds.), SAGE Research Methods Foundations. Thousand Oaks, CA: Sage. https://www.doi.org/10.4135/9781526421036771087Google Scholar
Campney, B. M. S. (2019). Hostile Heartland: Racism, repression, and resistance in the Midwest. Champagne, IL: University of Illinois Press.Google Scholar
Clandinin, D. J. (2006). Narrative inquiry: A methodology for studying lived experience. Research Studies in Music Education, 27(1), 44–54. http://dx.doi.org/10.1177/1321103X060270010301CrossRefGoogle Scholar
Clandinin, D. J. (2007). Handbook of Narrative Inquiry: Mapping a methodology. Thousand Oaks, CA: Sage.Google Scholar
Cousin, G. (2009). Researching Learning in Higher Education: An introduction to contemporary methods and approaches. New York: Routledge.CrossRefGoogle Scholar
Davies, B. & Davies, C. (2007). Having, and being had by, “experience”: Or, “experience” in the social sciences after the discursive/poststructuralist turn. Qualitative Inquiry, 13(8), 1139–59.Google Scholar
Delgado Bernal, D. (1998). Using Chicana feminist epistemology in educational research. Harvard Educational Review, 68(4), 555–83.Google Scholar
Dillard, C. B. (2006). On Spiritual Strivings: Transforming an African American woman’s academic life. Albany, NY: SUNY Press.CrossRefGoogle Scholar
Few, A. L., Stephens, D. P. & Rouse‐Arnett, M. (2003). Sister‐to‐sister talk: Transcending boundaries and challenges in qualitative research with black women. Family Relations, 52(3), 205–15.CrossRefGoogle Scholar
Franklin, R. S. (2012). Benchmarking student diversity at public universities in the United States: Accounting for state population composition. Annals of Regional Science. 49, 355–72.Google Scholar
Gasman, M., Smith, T., Ye, C. & Nguyen, T. H. (2017). HBCUs and the production of doctors. AIMS Public Health, 4(6), 579–89.Google Scholar
Glenn, C. L. & Cunningham, L. J. (2009). The power of Black magic: The magical negro and white salvation in film. Journal of Black Studies, 40(2), 135–52.Google Scholar
Goodnough, A. (2009). Harvard professor jailed. New York Times. July 21. https://www.nytimes.com/2009/07/21/us/21gates.htmlGoogle Scholar
Gordon, C. (2019). Race in the heartland: Equity, opportunity, and public policy in the Midwest. University of Iowa and Iowa Policy Project.Google Scholar
Harper, S. R., Patton, L. D. & Wooden, O. S. (2009). Access and equity for African American students in higher education: A critical race historical analysis of policy efforts. The Journal of Higher Education, 80(4), 389–414. https://doi.org/10.1080/00221546.2009.11779022Google Scholar
Harper, S. R. & Wood, J. L. (2016). Advancing Black Male Student Success from Preschool through Ph.D. Sterling, VA: Stylus Publishing.Google Scholar
Hill, K. D. (2009). Code‐switching pedagogies and African American student voices: Acceptance and resistance. Journal of Adolescent & Adult Literacy, 53(2), 120–31.CrossRefGoogle Scholar
hooks, b. (1989). Talking Back: Thinking feminist, thinking black. Boston: South End Press.Google Scholar
Hudson-Weems, C. (2020). Africana Womanism: Reclaiming ourselves. New York: Routledge.Google Scholar
Hughey, M. W. (2009). Cinethetic racism: White redemption and black stereotypes in “magical negro” films. Social Problems, 56(3), 543–77.Google Scholar
Jones, T. & Norwood, K. J. (2016). Aggressive encounters & white fragility: Deconstructing the trope of the angry black woman. Iowa Law Review, 102(5), 2016–69.Google Scholar
Johnsrud, L. K. & Des Jarlais, C. D. (1994). Barriers to tenure for women and minorities. Review of Higher Education, 17(4), 335–53.CrossRefGoogle Scholar
Johnsrud, L. K. & Sadao, K. C. (1998). The common experience of “otherness”: Ethnic and racial minority faculty. Review of Higher Education, 21(4), 315–42.CrossRefGoogle Scholar
Kelly, B. T., Raines, A., Brown, R., French, A. & Stone, J. (2019). Critical validation: Black women’s retention at predominantly white institutions. Journal of College Student Retention: Research, Theory & Practice, 23(2) 434–56.Google Scholar
Killough, A. L., Killough, E. G., Walker, I. I. & Williams, O. (2017). Examining the delicate balance of maintaining one’s blackness as a black professional on the predominantly white campus. Journal of Best Practices in Health Professions Diversity, 10(2), 81–110.Google Scholar
King, J. E. (ed.) (2005). Black Education: A transformative research and action agenda for the new century. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–91. https://doi.org/10.3102/00028312032003465Google Scholar
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: a.k.a. the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751Google Scholar
Lawton, J. (2018). Academic advising as a catalyst for equity. New Directions for Higher Education, 2018(184), 33–43. https://doi.org/10.1002/he.20301CrossRefGoogle Scholar
Lazarus, E. (1883). A quote from epistle to the Hebrews. Jewish Women’s Archive. https://jwa.org/media/quote-from-epistle-to-hebrewsGoogle Scholar
Love, B. L. (2019). We Want to Do More than Survive: Abolitionist teaching and the pursuit of educational freedom. Boston: Beacon Press.Google Scholar
Matias, C. E. & Zembylas, M. (2014). “When saying you care is not really caring”: Emotions of disgust, whiteness ideology, and teacher education. Critical Studies in Education, 55(3), 319–37.CrossRefGoogle Scholar
McArthur, S. A. & Lane, M. (2019). Schoolin’ Black girls: Politicized caring and healing as pedagogical love. The Urban Review, 51, 65–80. https://doi.org/10.1007/s11256-018-0487-4CrossRefGoogle Scholar
McKay, N. Y. (1997). A troubled peace: Black women in the halls of the white academy. In Benjamin, L. (ed.), Black Women in the Academy: Promises and perils. Miami: University of Florida Press, 11–22.Google Scholar
Means, D. R., Hudson, T. D., Tish, E. (2019). A snapshot of college access and inequity: Using photography to illuminate the pathways to higher education for underserved youth. The High School Journal, 102(2), 139–58.Google Scholar
Meriwether, A. (2020) What’s the deal with ‘Midwest Nice?’ National Public Radio. January 11. https://bit.ly/3yBq6z9Google Scholar
Merriam-Webster (n.d.). self-emancipation. Merriam-Webster. https://www.merriam-webster.com/dictionary/self-emancipationGoogle Scholar
Morris, J. E. (2004). Can anything good come from Nazareth? Race, class, and African American schooling and community in the urban South and Midwest.” American Educational Research Journal, 41(1), 69–112.Google Scholar
National Center for Education Statistics (NCES). (2017). The Condition of Education 2017. Washington, DC: US Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144Google Scholar
Noguera, P. (2019, July 8). Equity isn’t just a slogan. It should transform the way we educate kids. The Holdsworth Center. https://holdsworthcenter.org/blog/equity-isnt-just-a-sloganGoogle Scholar
Ogunyemi, C. O. (1985). Womanism: The dynamics of the contemporary black female novel in English. Signs: Journal of Women in Culture and Society, 11(1), 63–80.Google Scholar
Riley, T. & Hawe, P. (2005). Researching practice: The methodological case for narrative inquiry. Health Education Research, 20(2), 226–36.Google ScholarPubMed
Rocha, J. Alonso, L. López Mares-Tamay, M. J. & Reyes McGovern, E. (2016). Beyond theoretical sensitivity: The benefits of cultural intuition within qualitative research and Freirean generative themes: Four unique perspectives. The Qualitative Report, 21(4), 744–64.Google Scholar
Smallwood, S. (2007, October 9). Noose discovered on office door of black professor at Columbia U. The Chronicle of Higher Education. October 9. https://bit.ly/3EuB63sGoogle Scholar
Smith, W. A., Yosso, T. J., & Solórzano, D. G. (2011). Challenging racial battle fatigue on historically white campuses: A critical race examination of race-related stress. In R. Coates (Ed.), Covert racism (pp. 211–237). Boston: Brill.Google Scholar
Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly white colleges and universities. American Educational Research Journal, 43(4), 701–36. https://doi.org/10.3102/00028312043004701Google Scholar
Taylor, E. (1999). Critical race theory and interest convergence in the desegregation of higher education. In Parker, L., Deyhle, D. & Villenas, S. (eds.), Race Is … Race Isn’t: Critical race theory and qualitative studies in education. Boulder, CO: Westview Press, 181–204.Google Scholar
Truth, S. (1850). Narrative of Sojourner Truth. Documenting the American South. https://docsouth.unc.edu/neh/truth84/truth84.htmlGoogle Scholar
Tuitt, F., Hanna, M. D., Martinez, L., Salazar, M. & Griffin, R. (2009). Teaching in the line of fire: Faculty of color in the academy. Thought and Action, 25, 65–74.Google Scholar
Turner, C. S. V. & Myers, Jr, S. L. (2000). Faculty of Color in Academe: Bittersweet success. Boston: Allyn and Bacon.Google Scholar
Vega, S. (2015). Latino Heartland: Of borders and belonging in the Midwest. New York: New York University Press.Google Scholar
Walker, A. (1983). In Search of Our Mother’s Gardens: Womanist prose. New York: Harcourt Brace Jovanovich.Google Scholar
Warren, C. A. (2014). Towards a pedagogy for the application of empathy in culturally diverse classrooms. The Urban Review, 46, 395–419. https://doi.org/10.1007/s11256-013-0262-5CrossRefGoogle Scholar
Whitfield-Harris, L. (2016). The workplace environment for African-American faculty employed in predominantly white institutions. ABNF Journal, 27(2), 28–38.Google Scholar
References
Aparicio, F. R. (1999). Through my lens: A video project about women of color faculty at the University of Michigan. Feminist Studies, 25(1), 119–30.CrossRefGoogle Scholar
Baca Zinn, M. & Thornton Dill, D. (1996). Theorizing difference from multiracial feminism. Feminist Studies, 22(2), 321–31.Google Scholar
Borum, V. & Walker, E. (2012). What makes the difference? Black women’s undergraduate and graduate experiences in mathematics. The Journal of Negro Education, 81(4), 366–78.Google Scholar
Browne, I. & Misra, J. (2003). The intersection of gender and race in the labor market. Annual Review of Sociology, 29, 487–513.CrossRefGoogle Scholar
Charleston, L. J., George, P. L., Jackson, J. F. L., Berhanu, J. & Amechi, M. H. (2014). Navigating underrepresented STEM spaces: Experiences of black women in US computing science higher education programs who actualize success. Journal of Diversity in Higher Education, 7(3), 166–76.Google Scholar
Chesney-Lind, M., Okamoto, S. K. & Irwin, K. (2006). Thoughts on feminist mentoring: Experiences of faculty members from two generations in the academy. Critical Criminology, 14, 1–21.Google Scholar
Collins, P. H. (1986). Learning from the outsider within: The sociological significance of black feminist thought. Social Problems, 33(6), 14–32.CrossRefGoogle Scholar
Collins, P. H. (2000). Black Feminist Thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.Google Scholar
Collins, P. H. (2015). Intersectionality’s definitional dilemmas. Annual Review of Sociology, 41(1), 1–20.CrossRefGoogle Scholar
Combahee River Collective (1979). A black feminist statement. Off Our Backs, 9(6), 6–8.Google Scholar
Cotter, D. A., Hermsen, J. M. & Vanneman, R. (2003). The effects of occupational gender segregation across race. The Sociological Quarterly, 44(1), 17–36.Google Scholar
Crenshaw, K. W. (1988) Race, reform, and retrenchment: Transformation and legitimation in antidiscrimination law. Harvard Law Review, 101(7), 1331–87.CrossRefGoogle Scholar
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–99.CrossRefGoogle Scholar
Critzer, J. W. & Rai, K. B. (1998). Blacks and women in public higher education: Political and socioeconomic factors underlying diversity at the state level.” Women & Politics, 19(1), 19–38.Google Scholar
Edghill, V. E. (2007). Historical patterns of institutional diversity: Black women in race-specific positions on predominantly white college campuses. Dissertation. Howard University.Google Scholar
Gardner, D. R. (2014). The impact of mentoring on the self-perceived personal and professional success of African American women graduates of a Midwestern University. Doctoral dissertation. Western Michigan University.Google Scholar
Glover, W. F. (2006). Navigating the academy: The career advancement of black and white women full-time faculty. Dissertation. College of William and Mary. https://dx.doi.org/doi:10.25774/w4-7jwj-jg31Google Scholar
Henderson, T. L., Hunter, A. G. & Hildreth, G. J. (2010). Outsiders within the academy: Strategies for resistance and mentoring African American women. Michigan Family Review, 14(1), 28–40.Google Scholar
hooks, b. (2000a). Rethinking the nature of work. In hooks, b. (ed.) Feminist Theory: From margin to center. 2nd ed. Cambridge, MA: South End Press, 96–107.Google Scholar
hooks, b. (2000b). Educating women. In hooks, b. (ed.) Feminist Theory: From margin to center. 2nd ed. Cambridge, MA: South End Press, 108–16.Google Scholar
Huston, T. A. (2006). Race and gender bias in higher education: Could faculty course evaluations impede further progress toward parity? Seattle Journal for Social Justice, 4(2), 591–611.Google Scholar
Moraga, C. & Anzaldúa, G. (1983). This Bridge Called My Back: Writings by radical women of color. 2nd ed. New York City: Kitchen Table, Women of Color Press.Google Scholar
Morales, E. M. (2014). Intersectional impact: Black students and race, gender, and class microaggressions in higher education. Race, Gender & Class, 21(3), 48–66.Google Scholar
Pierce, J. L. (1995). Gender trials: Emotional lives in contemporary law firms. Berkeley, CA: University of California Press.Google Scholar
Ramey, F. H. (1995). Obstacles faced by African American women administrators in higher education: How they cope. Western Journal of Black Studies, 19(2), 113–19.Google Scholar
Rosa, K. D. (2013). Gender, ethnicity, and physics education: Understanding how black women build their identities as scientists. Doctoral dissertation. Columbia University.Google Scholar
Seo, B-I. & Hinton, D. (2009). How they see us, how we see them: Two women of color in higher education. Race, Gender & Class, 16(3–4), 203–17.Google Scholar
Shields, S. A. (2012). Waking up to privilege: Intersectionality and opportunity. In Muhs, G. G., Niemann, Y. F., González, C. G., Harris, A. P. (eds.) Presumed Incompetent: The intersections of race and class for women in academia. Boulder, CO: University Press of Colorado, 29–39.Google Scholar
Smith, D. E. (1974). Women’s perspective as a radical critique of sociology. Sociological Inquiry, 44(1), 1–13.CrossRefGoogle Scholar
Sommersell, N. V. (2003). Anti-racist feminist theory and women of colour in the graduate classroom. Master’s thesis. University of Toronto.Google Scholar
Sotello, C. & Turner, V. (2002). Women of color in academe: Living with multiple marginality. The Journal of Higher Education, 73(1), 74–93.Google Scholar
Spencer, M. S. (2008) A social worker’s reflections on power, privilege, and oppression. Social Work, 53(2) 99–101. doi: 10.1093/sw/53.2.99Google Scholar
Spraggins, R. E. (1998). Fly girl in the buttermilk: The graduate experiences at a predominantly white institution of black women who attended various undergraduate environments. Doctoral dissertation. Syracuse University.Google Scholar
Thomas, G. D. & Hollenshead, C. (2001). Resisting from the margins: The coping strategies of Black women and other women of color faculty members at a research university. The Journal of Negro Education, 70(3), 166–75. https://doi.org/10.2307/3211208Google Scholar
Thorpe, C. W. (2014). Black women in higher ed caring for each other. Women in Higher Education, 23(8), 15–17.Google Scholar
Walkington, L. (2017). How far have we really come? Black women faculty and graduate students’ experiences in higher education. Humboldt Journal of Social Relations, 1(39), 51–65.Google Scholar
Wilson, S. (2012). They forgot mammy had a brain. In Muhs, G. G., Niemann, Y. F., González, C. G., Harris, A. P. (eds.) Presumed Incompetent: The intersections of race and class for women in academia. Boulder, CO: University Press of Colorado, 65–77.Google Scholar
References
Abdullah, C., Karpowitz, C. F. & Raphael, C. (2016). Affinity groups, enclave deliberation, and equity. Journal of Deliberative Democracy, 12(2). https://doi.org/10.16997/jdd.258Google Scholar
Antonio, A. L. (2002). Faculty of color reconsidered. The Journal of Higher Education. 73(5), 582–602. https://doi.org/10.1080/00221546.2002.11777169Google Scholar
Banks, W. M. 1984. Afro-American scholars in the university. American Behavioral Scientist 27(3), 325–38. https://doi.org/10.1177/000276484027003005CrossRefGoogle Scholar
BellJr, D. A. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 93(3), 518–33.Google Scholar
Benbow, R. J. & Lee, C. (2019). Teaching-focused social networks among college faculty: exploring conditions for the development of social capital. Higher Education: The International Journal of Higher Education Research, 78(1), 67–89.Google Scholar
Better, S. (2008). Institutional Racism: A primer on theory and strategies for social change. Plymouth: Rowman & Littlefield.Google Scholar
Carter, E. R., Onyeador, I. N. & LewisJr, N. A. (2020). Developing & delivering effective anti-bias training: Challenges & recommendations. Behavioral Science & Policy, 6(1), 57–70.Google Scholar
Coleman, J. S. (1988). Social capital in the creation of human capital. American journal of sociology, 94, S95–S120.Google Scholar
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–99.Google Scholar
Daniel, C. (2007). Outsiders-within: Critical race theory, graduate education and barriers to professionalization. Journal of Sociology & Social Welfare, 34(1), 25–42.Google Scholar
DeCuir-Gunby, J. T. & GunbyJr, N. W. (2016). Racial microaggressions in the workplace: A critical race analysis of the experiences of African American educators. Urban Education, 51(4), 390–414.Google Scholar
Delgado, R. (1995). Rodrigo’s tenth chronicle: Merit and affirmative action. Georgetown Law Journal, 83, 1711–48.Google Scholar
Delgado, R. & Stefancic, J. (2017). Critical Race Theory: An introduction. New York: NYU Press.Google Scholar
Elam, C. L., Stratton, T. D., Hafferty, F. W. & Haidet, P. (2009). Identity, social networks, and relationships: Theoretical underpinnings of critical mass and diversity. Academic Medicine, 84(10), S135–S140. https://doi.org/10.1097/acm.0b013e3181b370adGoogle Scholar
Fries-Britt, S. & Griffin, K. (2007). The black box: How high-achieving blacks resist stereotypes about black Americans. Journal of College Student Development, 48(5), 509–24.Google Scholar
Gasman, M., Abiola, U. & Travers, C. (2015). Diversity and senior leadership at elite institutions of higher education. Journal of Diversity in Higher Education, 8(1), 1–14.Google Scholar
Griffin, K. A. (2019). Redoubling our efforts: How institutions can affect faculty diversity. In Espinosa, L. L., Turk, J. M., Taylor, M., & Chessman, H. M. (eds.), Race and Ethnicity in Higher Education: A status report, 273–9.Google Scholar
Griffin, K. A., Bennett, J. C. & Harris, J. (2013). Marginalizing merit?: Gender differences in Black faculty D/discourses on tenure, advancement, and professional success. Review of Higher Education, 36(4), 489–512.Google Scholar
Iverson, S. V. (2007). Camouflaging power and privilege: A critical race analysis of university diversity policies. Educational Administration Quarterly, 43(5), 586–611.CrossRefGoogle Scholar
Jimenez, M. F., Laverty, T. M., Bombaci, S. P., Wilkins, K., Bennett, D. E. & Pejchar, L. (2019). Underrepresented faculty play a disproportionate role in advancing diversity and inclusion. Nature Ecology & Evolution, 3, 1030–3. https://doi.org/10.1038/s41559-019-0911-5Google Scholar
Joseph, T. D. & Hirschfield, L. E. (2010). “Why don’t you get somebody new to do it?” Race and cultural taxation in the academy. Ethnic and Racial Studies, 34, 121–41.Google Scholar
Kanter, R. M. (1977). Some effects of proportions on group life: Skewed sex ratios and responses to token women . In Rieker, P. P. & Carmen, E. (eds.) The Gender Gap in Psychotherapy. Boston: Springer, 53–78. https://doi.org/10.1007/978-1-4684-4754-5_5Google Scholar
Laden, B. V. & Hagedorn, L. S. (2000). Job satisfaction among faculty of color in academe: Individual survivors or institutional transformers? New Directions for Institutional Research, 27(1), 57–66.CrossRefGoogle Scholar
Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.Google Scholar
Loveless-Morris, J. A. & Reid, L. S. (2018). Learning communities: Opportunities for the retention of faculty of color. Learning Communities Research and Practice, 6(1), A6.Google Scholar
McGee, E. O. & Martin, D. B. (2011). “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful black mathematics and engineering students. American Educational Research Journal, 48(6), 1347–89.Google Scholar
Morphew, C. C. & Hartley, M. (2006). Mission statements: A thematic analysis of rhetoric across institutional type. Journal of Higher Education, 77(3), 456–71.CrossRefGoogle Scholar
National Center for Education Statistics (NCES). (2020) Institute of Education Sciences. Washington, DC: US Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144Google Scholar
O’Meara, K., Culpepper, D., Misra, J. & Jaeger, A. (2021). Equity-Minded Faculty Workloads: What we can and should do now. Washington, DC: American Council on Education.Google Scholar
Pittman, C. T. (2012). Racial microaggressions: The narratives of African American faculty at a predominantly white university. The Journal of Negro Education, 81(1), 82–92. https://doi.org/10.7709/jnegroeducation.81.1.0082Google Scholar
Putman, A. L. (2017). Perpetuation of whiteness ideologies in U.S. college student discourse. Journal of Intercultural Communication Research, 46(6), 497–517.Google Scholar
Sensoy, Ö. & DiAngelo, R. (2017). “We are all for diversity, but …”: How faculty hiring committees reproduce whiteness and practical suggestions for how they can change. Harvard Educational Review, 87(4), 557–80.Google Scholar
Solórzano, D. G. & Yosso, T. J. (2001). From racial stereotyping and deficit discourse toward a critical race theory in teacher education. Multicultural education, 9(1), 2–8.Google Scholar
Shore, L. M., Cleveland, J. N. & Sanchez, D. (2018). Inclusive workplaces: A review and model. Human Resource Management Review, 28(2), 176–89. https://psycnet.apa.org/doi/10.1016/j.hrmr.2017.07.003CrossRefGoogle Scholar
Stanley, C. A. (2006). Coloring the academic landscape: Faculty of color breaking the silence in predominantly white colleges and universities. American Educational Research Journal, 43(4), 701–36. https://www.jstor.org/stable/4121775Google Scholar
Steele, C. M. (2011). Whistling Vivaldi: How stereotypes affect us and what we can do. New York and London: W.W. Norton.Google Scholar
Tajfel, H. (ed.). (2010). Social Identity and Intergroup Relations. Cambridge: Cambridge University Press.Google Scholar
Umbach, P. D. (2006). The contribution of faculty of color to undergraduate education. Research in Higher Education, 47(3), 317–45.CrossRefGoogle Scholar
Wilson, J. L., Meyer, K. A. & McNeal, L. (2012). Mission and diversity statements: What they do and do not say. Innovative Higher Education, 37(2), 125–39.Google Scholar
Wolfe, B. L. & Dilworth, P. P. (2015). Transitioning normalcy: Organizational culture, African American administrators, and diversity leadership in higher education. Review of Educational Research, 85(4), 667–97.Google Scholar
Yep, G. A. (2002). The violence of heteronormativity in communication studies: Notes on injury, healing, and queer world-making. Journal of Homosexuality, 45(2–4), 11–59. https://doi.org/10.1300/J082v45n02_02Google Scholar
Zambrana, R. E., Ray, R., Espino, M. M., Castro, C., Douthirt Cohen, B. & Eliason, J. (2015). “Don’t leave us behind” The importance of mentoring for underrepresented minority faculty. American Educational Research Journal, 52(1), 40–72.Google Scholar
References
Campbell, F. & Valera, P. (2020). “The only thing new is the cameras”: A study of U.S. college students’ perceptions of police violence on social media. Journal of Black Studies, 51(7), 654–70. https://doi.org/10.1177/0021934720935600Google Scholar
Chang, H., Ngunjiri, F. & Hernandez, K. C. (2013). Collaborative Autoethnography. Walnut Creek, CA: Left Coast Press.Google Scholar
Chatham-Carpenter, A. (2010). “Do thyself no harm”: Protecting ourselves as autoethnographers. Journal of Research Practice, 6(1) Article M1.Google Scholar
Chou, T., Asnaani, A. & Hofmann, S. G. (2012). Perception of racial discrimination and psychopathology across three U.S. ethnic minority groups. Cultural Diversity and Ethnic Minority Psychology, 18(1), 74–81.CrossRefGoogle ScholarPubMed
Collins, P. H. (2000). Black Feminist Thought: Knowledge, consciousness, and the politics of empowerment. New York: Routledge.Google Scholar
Comas-Díaz, L., Hall, G. N. & Neville, H. A. (2019). Racial trauma: Theory, research, and healing: Introduction to the special issue. American Psychologist, 74(1), 1–5. http://dx.doi.org/10.1037/amp0000442Google Scholar
Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241–99.Google Scholar
Davis, S. & Linder, C. (2017). Problematizing whiteness: A woman of color and a white woman discuss race and research. Journal of Dialogue Studies, 4, 49–68. https://bit.ly/2UfbuW7Google Scholar
Denzin, N. K. (1992). The many faces of emotionality. In Ellis, C. & Flaherty, M. G. (eds.) Investigating Subjectivity: Research on lived experience. London: Sage, 17–30.Google Scholar
Ellis, C. (2004). The Ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: AltaMira Press.Google Scholar
Ellis, C., Kiesinger, C. & Tilmann-Healy, L. M. (1997). In Hertz, R. (ed.), Reflexivity and Voice. Thousand Oaks, CA: Sage.Google Scholar
Equal Justice Initiative. (2015). Bryan Stevenson talks to Oprah about why we need to abolish the death penalty. November 28. https://bit.ly/32tkZW1Google Scholar
Geist-Martin, P., Gates, L., Wiering, L., Kirby, E., Houston, R., Lilly, A. & Moreno, J. (2010). Exemplifying collaborative autoethnographic practice via shared stories of mothering. Journal of Research Practice, 6(1), M8–M8.Google Scholar
Graham, M. (2007). The ethics of care, black women and the social professions: implications of a new analysis. Ethics and Social Welfare, 1(2), 194–206. https://doi.org/10.1080/17496530701450372Google Scholar
Hanauer, D. (2020). Mourning writing: A poetic autoethnography on the passing of my father. Qualitative Inquiry, 27(1), 37–44. https://doi.org/10.1177/1077800419898500Google Scholar
Hernandez, K. C. (2004). Motivation in context: An examination of factors that foster engagement and achievement among African American and African Caribbean high school students. Dissertation Abstracts International, 65 (10-A), 3690. (UMI. No. 3151006). Doctoral dissertation, Temple University.Google Scholar
Hernandez, K. C. (2011). The Other Brother. Journal of Black Masculinity, 1(2), 92–116.Google Scholar
Hernandez, K. C. (2017). Embracing the perspective of the other. In Longman, K. A., Loyd- Paige, M., Hernandez, R., Hernandez, K. C., & Ash, A. (eds.) (2017) Diversity Matters: Race, ethnicity and the future of Christian higher education. Abilene, TX: Abilene Christian University Press, 325–33.Google Scholar
Hernandez, K. C. (2020). About yesterday. Journal of Journeys. June 12. https://medium.com/@drhvaluewhatmattersGoogle Scholar
Hernandez, K. C. (2021). Collaborative autoethnography as method and praxis: understanding self and others in practice. In Fourie, I. (ed.). Autoethnography for Librarians and Information Scientists, Abingdon and New York: Routledge, 61–76.Google Scholar
Hernandez, K. C., Chang, H. & Bilgen, W. (2022). Transformative Autoethnography for Practitioners: Change processes and practices for individuals and groups. Gorham, ME: Myers Education Press.Google Scholar
Hernandez, K. C., Chang, H. & Ngunjiri, F. W. (2017). Collaborative autoethnography as multivocal, relational, and democratic research: Opportunities, challenges, and aspirations. a/b: Auto/Biography Studies, 32(2), 251–4. doi: 10.1080/08989575.2017.1288892Google Scholar
Hernandez, K. C. & Longman, K. A. (2020). Changing the face of leadership in higher education: “Sponsorship” as a strategy to prepare emerging leaders of color. Journal of Ethnographic and Qualitative Research, 15(2), 117–36.Google Scholar
Hernandez, K. C. & Murray-Johnson, K. K. (2015). Towards a different construction of blackness: Black immigrant scholars on racial identity development in the United States. International Journal of Multicultural Education, 17(2), 53–72. https://doi.org/10.18251/ijme.v17i2.1050Google Scholar
Hernandez, K. C. & Ngunjiri, F. W. (2013). Relationships and communities, In Adams, T., Ellis, C. & Holman-Jones, S. (eds.). Handbook of Autoethnography, Walnut Creek, CA: Left Coast Press.Google Scholar
Hernandez, K. C., Ngunjiri, F. W. & Chang, H. (2014). Exploiting the margins in higher education: A collaborative autoethnography of three foreign-born female faculty of color. International Journal of Qualitative Studies in Education, 28(5), 533–51. doi: 10.1080/09518398.2014.933910Google Scholar
Hewlett, S. A. (2013. (Forget a Mentor) Find a Sponsor: The new way to fast-track your career. Boston: Harvard Business Review Press.Google Scholar
Hills, D. D. (2019). “Admirable or ridiculous?”: The burdens of black women scholars and dialogue in the work of solidarity. Journal of Feminist Studies in Religion, 35(2), 5–21. doi: 10.2979/jfemistudreli.35.2.02Google Scholar
Holman Jones, S. H., Adams, T. E. & Ellis, C. (eds.). (2016). Handbook of Autoethnography. Abingdon and New York: Routledge.Google Scholar
Johnson, T. & Tapp, T. (2020). George Floyd memorial: Al Sharpton decries Trump Bible photo, says “Get your knee off our necks.” Deadline. June 4. https://bit.ly/3mrkDGqGoogle Scholar
Kitchenham, A. (2008). The evolution of John Mezirow’s transformative learning theory. Journal of Transformative Education, 6(2), 104–23. https://doi.org/10.1177/1541344608322678Google Scholar
Kaholokula, J. K. (2016). Racism and physical health disparities. In Alvarez, A. N., Liang, C. T. H. & Neville, H. A. (eds.), The Cost of Racism for People of Color: Contextualizing experiences of discrimination. Washington, DC: American Psychological Association, 163–88. https://doi.org/10.1037/14852–008Google Scholar
Kuhn, T. (1962). The Structure of Scientific Revolutions. Chicago: University of Chicago Press.Google Scholar
Lapadat, J. C., Black, N. E., Clark, P. G., Gremm, R. M., Karanja, L. W., Mieke, L. W., & Quinlan, L. (2010). Life challenge memory work: Using collaborative autobiography to understand ourselves. International Journal of Qualitative Methods, 9(1), 77–104.Google Scholar
Longman, K. A., Chang, H. & Loyd-Paige, M. (2015). Self-analytical, community-building, and empowering: Collaborative autoethnography of leaders of color in higher education. Journal of Ethnographic and Qualitative Research, 9(4), 268–85.Google Scholar
Longman, K. A., Hernandez, K. C. & Robalino, G. (2016) How a collaborative autoethnography of sponsorship enhanced ethnic-minority participants’ leader identity. Paper presented at the International Leadership Association Annual Meeting. Atlanta, Georgia: November.Google Scholar
Longman, M. (2020). What black mothers want you to know about George Floyd’s death. Refinery29. June 9. https://r29.co/3ySBHtLGoogle Scholar
Matthews, A. (2019). Writing through grief: Using autoethnography to help process grief after the death of a loved one. Methodological Innovations, 12(3). https://doi.org/10.1177/2059799119889569Google Scholar
McChesney, J. (2018). Representation and pay of women of color in the higher education workforce. Research report. College and University Professional Association for Human Resources (CUPA-HR). www.cupahr.org/surveys/research-briefsGoogle Scholar
Meyerson, D. E. (2004). The tempered radical: How employees push their companies – little by little – to be more socially responsible. Stanford Social Innovation Review, Fall, 13–22.Google Scholar
Meyerson, D. E. (2008). Rocking the Boat: How tempered radicals effect change without making trouble. Boston: Harvard Business Review Press.Google Scholar
Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28(2), 100–10. https://doi.org/10.1177/074171367802800202Google Scholar
Mezirow, J. (1981). A critical theory of adult learning and education. Adult Education, 32(1), 3–24.Google Scholar
Mezirow, J. (2006). An overview of transformative learning. In Sutherland, P. & Crowther, J. (eds.), Lifelong Learning: Concepts and context. London: Routledge.Google Scholar
Miheretu, K. R. & Henward, A. S. (2020). I am Roha’s Emaye: A critical autoethnography of mothering in liminal spaces. Genealogy, 4(2), 35. https://doi.org/10.3390/genealogy4020035Google Scholar
Murphy, W. M., Gibson, K. & Kram, K. E. (2017). Advancing women through developmental relationships. In Madsen, S. R. (ed.). Handbook of Research on Gender and Leadership. Northampton, MA: Edward Elgar Publishing, 361–77.Google Scholar
National Center for Education Statistics (NCES) (2020a). Race/ethnicity of college faculty. Washington, DC: US Department of Education. https://nces.ed.gov/fastfacts/display.asp?id=61Google Scholar
National Center for Education Statistics (NCES) (2020b). Characteristics of postsecondary faculty. The Condition of Education 2020. Washington, DC: US Department of Education. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144Google Scholar
Ngunjiri, F. W., Chang, H. & Hernandez, K. C. (2017). Multivocal meaning making: Using collaborative autoethnography to advance theory on women and leadership. In Storberg-Walker, J. & Haber-Curran, P. (eds.) Theorizing Women and Leadership: New insights and contributions from multiple perspectives. Charlotte, NC: Information Age Press, 103–19.Google Scholar
Ngunjiri, F. W. & Hernandez, K. C. (2017). Problematizing authentic leadership: A collaborative autoethnography of immigrant women of color leaders in higher education. Advances in Developing Human Resources, 19(4), 393–406.Google Scholar
Ngunjiri, F. W., Hernandez, K. C. & Chang, H. (2010). Living autoethnography: Connecting life and research. Journal of Research Practice, 6(1), E1.Google Scholar
Norwood, C. R. (2018). Decolonizing my hair, unshackling my curls: An autoethnography on what makes my natural hair journey a Black feminist statement. International Feminist Journal of Politics, 20(1), 69–84. https://doi.org/10.1080/14616742.2017.1369890Google Scholar
Oglesby, C. (2020). “I need white mamas to come running.” CNN. Opinion. May 29. https://cnn.it/3sHhkPxGoogle Scholar
O’Neal, L. (2020). George Floyd’s mother was not there, but he used her as a sacred invocation. National Geographic. May 30. https://on.natgeo.com/33Kei2dGoogle Scholar
Pascoe, E. A. & Smart Richman, L. (2009). Perceived discrimination and health: A meta-analytic review. Psychological Bulletin. 135(4), 531–54. https://doi.org/10.1037/a0016059Google Scholar
Priddis, H. S. (2015). Autoethnography and severe perineal trauma – An unexpected journey from disembodiment to embodiment. BMC Women’s Health, 15, 88. https://doi.org/10.1186/s12905-015-0249-3CrossRefGoogle ScholarPubMed
Reed-Danahay, D. E. (ed.) (1997). Auto/Ethnography: Rewriting the self and the social. London and New York: Routledge.Google Scholar
Robinson, E. (2011). Disintegration: The splintering of black America. Westminster, MD: Anchor.Google Scholar
Sanders, S. & Young, K. (2020). A black mother reflects on giving her 3 sons ‘the talk’ … again and again. NPR. June 28. https://n.pr/3H4otNvGoogle Scholar
Sawyer, R. D. & Norris, J. (2009) Duoethnography: Articulations/(re)creation of meaning in the making. In Gershon, W. S. (ed.), The Collaborative Turn: Working together in qualitative research. Rotterdam: Sense Publishers, 127–140.Google Scholar
Seligman, M. E. (2011). Flourish: a visionary new understanding of happiness and well-being. Policy, 27(3), 60–1.Google Scholar
Smith, E. J. & Harper, S. R. (2015). Disproportionate impact of K-12 school suspension and expulsion on Black students in southern states. Philadelpha: University of Pennsylvania, Center for the Study of Race and Equity in Education.Google Scholar
Smith, W. A. (2004). Black faculty coping with racial battle fatigue: The campus racial climate in a post-civil rights era. In Cleveland, D. (ed.) A Long Way to Go: Conversations about race by African American faculty and graduate students. Peter Lang Publishing, 171–90.Google Scholar
Smith, W. A., Yosso, T. J. & Solórzano, D. G. (2006). Challenging racial battle fatigue on historically white campuses: A critical race examination of race-related stress. In Stanley, C. A. (ed.), Faculty of Color: Teaching in predominantly white colleges and universities. Bolton, MA: Anker Publishing, 299−327.Google Scholar
Spry, T. (2001). Performing autoethnography: An embodied methodological praxis. Qualitative Inquiry, 7(6), 706–32. https://doi.org/10.1177/107780040100700605Google Scholar
Stead, V. & Elliot, (2012). Women’s leadership learning: A reflexive review of representations and leadership teaching: Management Learning, 44(4), 373–94. https://doi.org/10.1177/1350507612449504Google Scholar
The Sentencing Project. (2018). Report to the United Nations on Racial Disparities in the U.S. Criminal Justice System. The Sentencing Project. April 19. https://bit.ly/3yNMGF3Google Scholar
Western, B. (2006). Punishment and Inequality in America. New York: Russell Sage Foundation.Google Scholar
Western, B. & Pettit, B. (2010). Incarceration & social inequality. Daedalus. 139(3), 8–19. https://bit.ly/3EmKsxkGoogle Scholar
William-White, L. (2011). Dare I write about oppression on sacred ground [emphasis mine]. Cultural Studies ↔ Critical Methodologies, 11(3), 236–42. https://doi.org/10.1177/1532708611409535CrossRefGoogle Scholar
Williams, D. R. & Williams-Morris, R. (2000). Racism and mental health: The African American experience. Ethnicity & Health, 5(3–4), 243–68. https://doi.org/10.1080/713667453Google Scholar
Wilson, S. (2012). They forgot mammy had a brain. In Muhs, G. G., Niemann, Y. F., González, C. G., Harris, A. P. (eds.) Presumed Incompetent: The intersections of race and class for women in academia. Boulder, CO: University Press of Colorado, 65–77.Google Scholar
Zuniga, X., Nagda, B. A., Chesler, M., Cytron-Walker, A. (2007) Intergroup dialogue in higher education: Meaningful learning about social justice. ASHE Higher Education Report, 32(4), 1–128.Google Scholar
References
Barnett, R. M. (2020). Leading with meaning: Why diversity, equity and inclusion matters in US higher education. Perspectives in Education, 38(2), 20–35. doi: 10.18820/2519593X/pie.v38.i2.02Google Scholar
Davis, K. C. (2004). Oprah’s book club and the politics of cross-racial empathy. International Journal of Cultural Studies, 7(4), 399–419. https://doi.org/10.1177/1367877904047861Google Scholar
Ekwonye, A. U., Sheikhomar, N. & Phung, V. (2020) Spirituality: A psychological resource for managing academic-related stressors. Mental Health, Religion & Culture, 23(9), 826–39. doi: 10.1080/13674676.2020.1823951Google Scholar
Graham, A. (2016). Womanist preservation: An analysis of Black women’s spiritual coping. International Journal of Transpersonal Studies, 35(1), 106–17. https://dx.doi.org/10.24972/ijts.2016.35.1.106Google Scholar
Matthews, K. & Benson, T. (2018). Findings from the first ever multi-institutional survey of faculty retention & exit. Infographic. Harvard University Graduate School of Education. https://bit.ly/3H4H9N3Google Scholar
References
Horta, B. & Price, Z. “Threatened, devalued and tokenized”: Yale Center for Emotional Intelligence assistant director resigns over workplace racism. Yale News. January 26. https://bit.ly/3zhhqhOGoogle Scholar
Young, J. R. (2021). Citing racism and “years of bullying,” Dena Simmons resigns from Yale Center for Emotional Intelligence. EdSurge. February 17. https://bit.ly/3qgSa7mGoogle Scholar