Campus life for faculty of color: Still strangers after all these years?

Bower, Beverly L.

doi:10.1002/cc.66

Cited by 28 publications

(23 citation statements)

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“…Faculty of color have reported that race and ethnicity influence their reception in the academy (Bower 2002). This is particularly manifested when faculty of color teach courses with multicultural content and when the validity or need for such instruction is challenged by majority students, as is evidenced in the student evaluations of courses and teachers (McGowan 2000;Delgado-Romero et al 2007).…”

Section: The Double Bind: Racism and Sexismmentioning

confidence: 97%

Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy

et al. 2009

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Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution. The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process, and one tenured faculty of color who is informally mentoring them through the process. This article highlights the findings of one component of a broader study: focus group discussions about how diversity efforts and activities are subsequently evidenced in teaching, research agendas and service. Four themes are presented: Academic Identity; Confronting Diversity, Mentoring, and Safe Spaces. A discussion of the consequences of these findings on faculty of color retention and recruitment is included. Recommendations are made to other predominately white institutions on how to address issues facing faculty of color.

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Section: The Double Bind: Racism and Sexismmentioning

confidence: 97%

Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy

et al. 2009

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“…A number of studies (Astin et al 1997;Bellas 1997;Bower 2002;Bronstein 1993;Dey 1994;Hagedorn 1996;Johnsrud 1993Johnsrud , 2002Laden and Hagedorn 2000;McElrath 1992;Olsen et al 1995;Peluchette 1993;Perna 2001;Thompson and Dey 1998;Turner 2002;Witt and Lovrich 1988), books (Moody 2004;Turner and Myers 2000), monographs (Gainen and Boice 1993;Hagedorn 2000), and two ASHE-ERIC reports (Aguirre 2000;Tack and Patitu 1992) have looked at the experiences, level of job satisfaction, and issues that women and faculty of color face in the academy. Drawing from Kalleberg's theoretical framework of job satisfaction, we discuss the findings from this literature in terms of the six dimensions of job satisfaction.…”

Section: Extension Of Kalleberg's Theory To Women Faculty and Facultymentioning

confidence: 97%

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

2007

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This study applies Kalleberg's framework to better understand the effects of diverse demographic faculty characteristics on dimensions of job satisfaction. We also extend his work and the work of others to explore the contextual effects of academic disciplines on faculty job satisfaction. We find that women are consistently less satisfied than their male colleagues and that the effect of being female varies by discipline on levels of job satisfaction. We also find race/ethnicity has mixed effects on dimensions of job satisfaction but the effects of race/ethnicity tend to be constant across discipline. Our findings hold important implications for those seeking to understand the experiences of college faculty from diverse demographic backgrounds. Warrant for the StudyAs the college student population has become increasingly more diverse, colleges and universities have-though at varying paces and at varying levels of institutional commitment-sought to diversify their faculty. Because retention of a diverse professoriate plays a critical role in fostering an intellectual environment reflective of the diversity of students and the broader society, it is imperative to understand the factors, which contribute to faculty retention. Job satisfaction is a key predictor of intention to remain in or leave an academic position (

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“…One study used a national data set on community college faculty and supplemented it with focus group interviews to discuss what campus life is like for community college faculty members of color (Bower, 2002). Analysis of the survey data indicated little variation in the responses of minority and majority faculty members about such things as workload and perceptions of the institution.…”

Section: Race and Ethnicitymentioning

confidence: 99%

2007

ASHE Higher Education Report

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Overview A Profile of Community College Faculty Full‐Time Faculty Part‐Time Faculty Conclusion Faculty Work in the Context of the Community College The Community College's Missions and Students Role Expectations for Full‐Time Faculty Members Role Expectations for Part‐Time Faculty In‐Service Training and Professional Development Job Satisfaction Conclusion Dimensions of the Community College Faculty Career Preparation to Become a Community College Faculty Member Entry Requirements The Search Process Career Stages Conclusion Institutional Factors Affecting Community College Faculty Work Life Background Collective Bargaining Faculty Involvement in Shared Governance Other Institutional Factors Extrainstitutional Factors Affecting Work Life: Legislative Actions Conclusion Looking to the Future: The Status of Community College Teaching as a Profession Characteristics of a Profession and Professionalization Is Community College Teaching a Profession? Possible Future Influences on Faculty Professionalization Conclusion A Fresh Look at Community College Faculty Challenges in Understanding Community College Faculty Conclusions Note References Name Index Subject Index About the Authors

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Campus life for faculty of color: Still strangers after all these years?

Abstract: Minority faculty voice their views on a variety of issues through both quantitative and qualitative data, revealingissues of concern and areas of satisfaction.

Cited by 28 publications

References 0 publications

Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy

Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy

The Effects of Faculty Demographic Characteristics and Disciplinary Context on Dimensions of Job Satisfaction

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