Entertainers or education researchers? The challenges associated with presenting while black

McGee, Ebony O.; Kazembe, Lasana D.

doi:10.1080/13613324.2015.1069263

Cited by 30 publications

(16 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Black women’s natural hair, with its distinct texture and wooly coils, contrasts starkly with this professional appearance norm; as such, it may elicit negative evaluations. Supporting this, McGee and Kazembe (2016) found that Black female professors frequently received critiques about their natural hairstyles from students and colleagues. Similarly, Jones and Shorter-Gooden (2003) found that Black women expressed a sense of obligation to straighten their hair before job interviews to avoid backlash.…”

Section: Perceived Professionalism and Competencementioning

confidence: 88%

The Natural Hair Bias in Job Recruitment

Koval

Rosette

2020

Social Psychological and Personality Science

View full text Add to dashboard Cite

Across four studies, we demonstrate a bias against Black women with natural hairstyles in job recruitment. In Study 1, participants evaluated profiles of Black and White female job applicants across a variety of hairstyles. We found that Black women with natural hairstyles were perceived to be less professional, less competent, and less likely to be recommended for a job interview than Black women with straightened hairstyles and White women with either curly or straight hairstyles. We replicated these findings in a controlled experiment in Study 2. In Study 3A and 3B, we found Black women with natural hairstyles received more negative evaluations when they applied for a job in an industry with strong dress norms. Taken together, this article advances the research on biases in the labor market in the age of social media use and highlights the importance of taking an intersectional approach when studying inequity in the workplace.

show abstract

Section: Perceived Professionalism and Competencementioning

confidence: 88%

The Natural Hair Bias in Job Recruitment

Koval

Rosette

2020

Social Psychological and Personality Science

View full text Add to dashboard Cite

show abstract

“…Women, and women of color, in higher education have shared their stories and been the focus of research about what it means to not be treated like a professional when one's role is to be a professional (Gutiérrez y Muhs, Flores Niemann, González, Harris, & Gonzalez, 2012). Black faculty are racially stereotyped at work and are expected to entertain their colleagues in ways not expected of their white counterparts (McGee & Kazembe, 2015). Professors who study issues related to race are assumed to be less credible, less serious, and less rigorous than colleagues who study other research areas; this is especially true for African American professors who study race (Thompson & Louque, 2005).…”

Section: Deprofessionalizationmentioning

confidence: 99%

Microaggressive Hierarchical Intersectionalities

Young

Anderson

2021

MUJ

View full text Add to dashboard Cite

This article uses methods from narrative analysis to consider how the macro-level experiences of racism and sexism appear in micro-level small stories about hierarchical microaggressive intersectionalities (HMI) in higher education. Small stories shared by university faculty and administrators reveal that microaggressions were simultaneously experienced along the lines of race, gender and role in the institution. Themes emerge that link deprofessionalization, invisibility, and fatigue to these small stories. On a nuanced level, the narratives in this paper demonstrate how broader societal notions of women’s and women of color’s roles in institutions translate into a negative campus climate for those who experience HMI.

show abstract

“…Even for tenured, full-time faculty, especially those with marginalized identities, there are risks. Research shows that gender bias can negatively impact women's course evaluations (MacNeil, Driscoll, & Hunt, 2015), and Black academics are held to a "performance" standard in academic spaces, rather than one based on the content of their work (McGee & Kazembe, 2015). However, as our colleagues on the Innovation Task Force had warned us, we should have expected negative evaluations, given that we took a considerable risk in disrupting course structures, pedagogy, and products.…”

Section: Course Post-scriptmentioning

confidence: 99%

Design Thinking, Collaborative Innovation, and Neoliberal Disappointment: Cruel Optimism in the History and Future of Higher Education

Catterall

Mickenberg

Reddick

2019

View full text Add to dashboard Cite

The extensive amount of academic labor of minoritized faculty, especially at research institutions, has been well documented in the academic literature. Three tenured associate professors at The University of Texas present the genesis, evolution, and postscript of leading and serving in an initiative to de-silo and encourage collaboration across the university, culminating in a collaboratively taught course. Integrating concepts of teaching in the neoliberal university context, the gendered and raced distribution of academic labor, and slow scholarship, the authors discuss the pedagogically productive process of collective teaching and decision-making, the frustrations inherent when employing radical pedagogy, and institutional shifts that prioritize a customer-service model of teaching, learning, and rapid research productivity. The authors conclude with reflections and recommendations for scholar-researchers similarly placed in institutional contexts where encroachments upon academic freedom and an embrace of business models collide with personal goals of career satisfaction, collective work, and improving pedagogy.

show abstract

Entertainers or education researchers? The challenges associated with presenting while black

Cited by 30 publications

References 27 publications

The Natural Hair Bias in Job Recruitment

The Natural Hair Bias in Job Recruitment

Microaggressive Hierarchical Intersectionalities

Design Thinking, Collaborative Innovation, and Neoliberal Disappointment: Cruel Optimism in the History and Future of Higher Education

Contact Info

Product

Resources

About