Bruised, not broken: scholarly personal narratives of Black women in the academy

Love, Bridget H.; Templeton, Emerald; Ault, Stacey; Johnson, Onda

doi:10.1080/09518398.2021.1984607

Cited by 6 publications

(6 citation statements)

References 21 publications

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“…Other scholars of Color and particularly Black women have employed SPN as a mechanism to not only center their experiences but also complicate their identities (Fries-Britt & Kelly, 2005;Louis et al, 2016;Love et al, 2021). In other words, scholars have used SPN to make meaning of their identity intersections and interactions and generate knowledge based upon the context and structures within their institutional environments.…”

Section: Centering Experiences and Complicating Identity Through Scho...mentioning

confidence: 99%

“…In addition to centering our experiences and disrupting dominant narratives of faculty labor, we uplifted methodologies culturally relevant and responsive to our experiences and interactions with one another as Black women. Other scholars of Color and particularly Black women have employed SPN as a mechanism to not only center their experiences but also complicate their identities (Fries‐Britt & Kelly, 2005; Louis et al., 2016; Love et al., 2021). In other words, scholars have used SPN to make meaning of their identity intersections and interactions and generate knowledge based upon the context and structures within their institutional environments.…”

Section: Centering Experiences and Complicating Identity Through Scho...mentioning

confidence: 99%

See 1 more Smart Citation

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

Porter

Boss

Davis

2022

Gender Work & Organization

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The purpose of our scholarly personal narrative was to examine how COVID-19 and an increased awareness of anti-Blackness in the United States have exacerbated our labor as Black women faculty, with particular focus on teaching and service responsibilities. Dill and Zambrana's (2009) four theoretical interventions of intersectionality guided our study, and we situated our composite narratives within structural, disciplinary, hegemonic, and interpersonal power domains. Our four composite narratives included (1) Interest convergence, there is no real true investment in change; (2) Institutional intent versus impact, I don't know how it will be incorporated; (3) Perpetuation of Black women's labor, just because it don't look heavy, don't mean it ain't; and (4) Reclaiming my time, and it's not because I don't like them, but it's because I love me. Implications for practice and policy are discussed.

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Section: Centering Experiences and Complicating Identity Through Scho...mentioning

confidence: 99%

Section: Centering Experiences and Complicating Identity Through Scho...mentioning

confidence: 99%

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

Porter

Boss

Davis

2022

Gender Work & Organization

View full text Add to dashboard Cite

show abstract

“…Black women scholars in particular experience challenges due to contending with racism and sexism in academic settings (Love et al, 2021).…”

Section: Communities Of Practice and Professional Identitymentioning

confidence: 99%

“…For example, studies have shown that many Black faculty members have had to contend with racism in their tenure cases, microaggressions, biased evaluations, and hostile environments (Atwater et al, 2013; Witherspoon et al, 2016). Black women scholars in particular experience challenges due to contending with racism and sexism in academic settings (Love et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Complex pathways within nested systems: Exploring approaches to centering equity in peer review

Olitsky

2022

Science Education

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In this essay, I explore some of the insights provided in a set of three manuscripts that focus on centering equity in peer review, authored by Bancroft, Ryoo and Miles, Nkrumah and Mutegi, and Marshall and Salter. I consider various aspects of their arguments, highlighting implications for the procedures and norms of journals and funding organizations and questions for further consideration. Drawing on their findings and analyses, I discuss various recommendations, such as the need to change the rules and norms of peer review to be more equitable, to ensure that reviews are free from race, ethnicity, gender, and other kinds of identity‐related biases, to work towards equitable distribution of the resources, such as advising, mentoring, and valuable feedback, that support fair reviewing, and to establish criteria and rubrics that support research that is conducted in collaboration with communities marginalized in science education. In addition, I raise issues for further consideration, including the evolving relationship between “equity” and “merit” with regard to peer review and the need for centering equity in ways that allow for discussion, debate, and development of the field.

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“…Similarly, scholars have also combined portraiture or photovoice with Black feminist theories and frameworks wherein participants can visually depict their narratives as Black women (Merriweather & Howell, 2022; Steele, 2020). Scholarly personal narratives and/or composite narratives have served as a useful tool to name trajectories and intersectional oppressions of Black women in higher education (Corbin et al., 2018; Fries‐Britt & Kelly, 2005; Love et al., 2021). Whether writing ourselves into existence as Black women (Haynes et al., 2023) or conducting research alongside other Black women, “letting go” also refers to disrupting notions of who we are (supposed to be) within existing research.…”

Section: Introductionmentioning

confidence: 99%

“Playing with” and “Letting go”: Employing theoretical frameworks and methodologies to examine Black women's experiences in higher education

Porter

2023

New Drctns for Student Srvcs

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Author overviews interdisciplinary and culturally relevant theoretical/conceptual frameworks and methodologies researchers and theorists have employed to examine Black women's experiences in higher education as students, administrators, and faculty. In conversation with literature and her lived experiences, the author offers three lessons for Black women and those seeking to employ critical frameworks and methodologies: (1) do your research; (2) play with theory and let go; and (3) align positionality, epistemology, and praxis.

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Bruised, not broken: scholarly personal narratives of Black women in the academy

Cited by 6 publications

References 21 publications

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

Just because it don't look heavy, don't mean it ain't: An intersectional analysis of Black women's labor as faculty during COVID

Complex pathways within nested systems: Exploring approaches to centering equity in peer review

“Playing with” and “Letting go”: Employing theoretical frameworks and methodologies to examine Black women's experiences in higher education

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