Analyzing gender differences in black faculty marginalization through a sequential mixed‐methods design

Abstract

Focusing on the intersection of gender and racial identity, this chapter explores the utility of mixed methods to promote understanding of how black faculty experience cultural taxation, or the “black tax,” in the academy.

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

“…Findings were consistent with scholarship that suggests that African American female faculty face various challenges, including experiencing isolation, developing mentoring relationships, encountering devaluation, dealing with a racialized climate, and having their scholarship accepted (Bradley, ; Bradley & Holcomb‐McCoy, ; Evans & Cokley, ; Holcomb‐McCoy & Addison‐Bradley, ). Furthermore, these findings parallel other researchers' findings related to how racial marginalization can affect professional productivity and cause professional neglect (Boehm et al, ; Griffin et al, ; Kern & Grandey, ; Mason & Goulden, ; Philipsen & Bostic, ). The findings also converge with research on counselor educator mothers in the recognition that the work environment influences personal and professional wellness (Hermann et al, ; Stinchfield & Trepal, ; Trepal & Stinchfield, ).…”

“…Because there are relatively few African American faculty members, those in academia often face several challenges within and outside the classroom (Holcomb-McCoy & Addison-Bradley, 2005). They are often asked to serve on committees, advise African American student groups, and shoulder emotional responsibilities of African Americans in their department (Griffin, Bennett, & Harris, 2011;Hirshfield & Joseph, 2012). In addition, these faculty members may face the effects of intersectionality based on both sex and race biases; this can be exacerbated if these faculty members are called upon to represent both African Americans and women (Collins, 2000;Evans & Cokley, 2008).…”

Marginalizing Merit?: Gender Differences in Black Faculty D/discourses on Tenure, Advancement, and Professional Success

“…Perhaps Black men's comfortableness in "saying no," particularly to individual students, allows them to be more strategic with their service commitments, enhancing their tenure portfolios. Alternatively, Black women's personal struggle with "saying no" may contribute to higher levels of stress, adding additional challenges to their tenure bids (Griffin, Bennett, & Harris, 2011).…”

Blatant, Subtle, and Insidious: URM Faculty Perceptions of Discriminatory Practices in Predominantly White Institutions

“…Moreover, “doing” the professional role often requires one to perform both masculinity and whiteness (Carbado and Gulati ; Cheney and Ashcraft ; Rivera, Forquer, and Rangel ). Studies show that black female faculty were more likely than black males to report that faculty meetings and committee work were sources of stress, were more likely to give academic and personal support to their students (Griffin, Bennett, and Harris ), were less likely to agree that colleagues in their department valued their research or teaching (Griffin et al. ), and more likely to use words such as “expectation” and “pressure” to describe service obligations than words like “volunteer” and “voluntary.” High service demands and scrutiny, combined with assumptions of illegitimacy, may also contribute to the daily policing of their appearance (Costello ) and their own hypervigilance about the presentation of sensitive materials in their classrooms which seemingly help them cope and minimize the assaults on their credentials and authority.…”