A Broken Silence: Voices of African American Women in the Academy

Nettles, Kimberly D.; Balogun, Oluwakemi M.; Myers, Lena Wright

doi:10.2307/3089882

Cited by 18 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These institutions provided Black students with access to crucial social resources and supportive networks and community and fostered a sense of pride and determination to succeed (Brown and Davis 2001;Robnett 1997). However, according to Esnard and Cobb-Roberts (2018), for Black women there was and is the existence of gender-based hierarchy at these institutions similar to what exists at PWIs, patterned after a global social construct that devalues Black women (Allen et al 1989;Ben-jamin 1997;Bonner 2001;Myers 2002) how an institution can reproduce whiteness, as that which exists but is no longer perceived" (34).…”

Section: A History Of Heis As Oppressive Spaces For Black and Brown P...mentioning

confidence: 99%

Black Feminist Theorizing Toward Futurity

Brantuo¹,

Baldwin²

2023

View full text Add to dashboard Cite

The collection and its individual chapters are covered by the following Creative Commons License: Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) You are free to: Share -Copy and redistribute the material in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms. Adapt -remix, transform, and build upon the material Under the following terms: Attribution -You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

show abstract

Section: A History Of Heis As Oppressive Spaces For Black and Brown P...mentioning

confidence: 99%

Black Feminist Theorizing Toward Futurity

Brantuo¹,

Baldwin²

2023

View full text Add to dashboard Cite

show abstract

“…Since their founding, colleges and universities have had few faculty of color (Myers, 2002;Wilson, 2002). According to the National Center for Educational Statistics (NCES; n.d.), 1.5 million people were employed as faculty members at colleges and universities in the United States in the fall of 2018.…”

Section: Diversity In Academiamentioning

confidence: 99%

Sustaining the Academic Pipeline: A Professional Development Workshop Series for Academics of Color

Behnken

Hurt

Bartel

et al. 2023

jcscore

View full text Add to dashboard Cite

Land-grant institutions were designed to improve the lives of individuals and communities by removing barriers to education. However, despite years of effort to address the lack of scholars of color at these institutions, disparities have persisted. Many graduate students and faculty of color have reported that the workshops meant to diversify academia at their institutions did not speak to their unique experiences or challenges. Ultimately, this contributed to their decision to be less engaged in their institutions or leave academia. Using components of the Kirkpatrick model of evaluation (Kirkpatrick, 2007), the authors evaluate a professional development workshop series created by an interdisciplinary team of Black women faculty and staff at a historically white, land-grant, research 1 (R1) university in the Midwest. This series was designed to address the unique experiences of scholars of color. Six graduate students and two faculty members evaluated the workshop series through semi-structured qualitative interviews. Participants describe their decision-making processes to come to a historically white institution, their mentoring experiences, and the impact of a lack of diverse peers and feelings of isolation. Implications for evaluation and practice are discussed.

show abstract

“…Early in the African-American woman's socialization process, she is taught to value interdependence, mutual aid, spiritualism, reverence for elders, and the tendency to communicate indirectly. Conversely, the Eurocentric cultural perspective values individualism, competition, youth, and communicating in direct terms (Meyers, 2002). As a result, there exists "problematic.interactions between the African-American woman and her white colleagues" (Baraka, 1997, p. 237).…”

Section: Cultural Perspectives Of Leadershipmentioning

confidence: 99%

“…As a result, there exists "problematic.interactions between the African-American woman and her white colleagues" (Baraka, 1997, p. 237). Meyers (2002), places more complexity on the leadership role for African-American women by affirming that race and gender (or racism and sexism) are issues inextricably linked as a major obstacle to effective leadership. The author also asserts that race and gender work together to oppress African-American women in the workplace because both perspectives are grounded in stereotypical beliefs and myths about African American women.…”

Section: Cultural Perspectives Of Leadershipmentioning

confidence: 99%

See 1 more Smart Citation

Re-Constructing the Leadership Model of Social Justice for African-American Women in Education

Grimes¹

2017

Advancing Women in Leadership Journal

View full text Add to dashboard Cite

The mainstream epistemology about women in educational leadership roles has been constructed,canonized, and theorized from a white hegemonic female perspective. The early literature about women asleaders include The Managerial Woman (Henning & Jardim, 1977); Men and Women of the Corporation(Kanter, 1977); Paths to Power (Josefowitz, 1980); The Androgynous Manager (Sargent, 1981); Women andMen as Leaders (Heller, 1982); In a Different Voice (Gilligan, 1982); and Feminine Leadership (Loden,1985). This literature suggests that women lead from a different frame of reference due to their socializationprocess. Because of male dominated managerial customs that exist in the workplace, in some instances, theyexperience obstacles to leadership. Recent mainstream white female scholars like Shakeshaft (1989) andBensimon (1989) suggest that the feminist perspective is not recognized in the leadership literature.Shakeshaft posits that women's leadership experiences are generalized into one category and that theleadership discussion appears androcentric in nature. Bensimon (1989) suggests that the prevailingleadership theories do not take into account that "women experience the social world differently than mendo and that this translates into a particular epistemology and a particular ethic.it translates into a differentexperience of leadership.gender must be taken into consideration" (Bensimon, 1989, p. 146).

show abstract

A Broken Silence: Voices of African American Women in the Academy

Cited by 18 publications

References 0 publications

Black Feminist Theorizing Toward Futurity

Black Feminist Theorizing Toward Futurity

Sustaining the Academic Pipeline: A Professional Development Workshop Series for Academics of Color

Re-Constructing the Leadership Model of Social Justice for African-American Women in Education

Contact Info

Product

Resources

About