In the Guise of Civility: The Complicitous Maintenance of Inferential Forms of Sexism and Racism in Higher Education

Patton, Tracey Owens

doi:10.1080/07491409.2004.10162466

Cited by 41 publications

(30 citation statements)

References 10 publications

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“…The experience of African American women faculty and administrators does suggest that externally-defined representations, and the hegemony that undergird them rather insidiously, find their way into the organizational practices and collegial relationships within universities (Burke, Cooper, & Harrison, 2000;Harley, 2008;Patton, 2004ab). Black women report feelings of marginalization, isolation, and invisibility (Fries-Britt & Kelly, 2005;Patton, 2004a;Wright Myers, 2002) while simultaneously existing under a microscope where our work, attire, language, and behaviors are scrutinized (Harris, 2007). In 2010, African American women in the academy experience the ongoing questioning and undervaluing of our scholarship, instruction, and other work (Chesney-Lind, Okamoto, & Irvin, 2006;Smith, 2000;Wright Myers, 2002).…”

Section: Themes In the Lives Of Black Women In Academe: Tension And Rmentioning

confidence: 99%

“…Inside the current article, we offer a few biographical narratives to place a face on the issues presented. Patton (2004a) argues that "rather than the university being a place to explore diversity and to embrace diversity, universities often become complicitous in domination and oppression (p. 190)."…”

Section: Outsiders Within the Academy 29mentioning

confidence: 99%

“…White privilege is the invisible hand of support and prestige through which White colleagues are supported, advocated for, and are given access to valuable information and opportunities, and the application of best practices with respect to mentoring, tenure, and promotion (Dillard, 2000;McIntosh;Patton, 2004a). For example, the lack of resources and information, the lack of effective mentoring, and the lack of control over resources further disenfranchise Black women faculty (Franklin & Richardson, 1972;Wright Myers, 2002;).…”

Section: White Privilege Used To Dismiss the Lived Truths Of Racism Amentioning

confidence: 99%

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Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Henderson¹

2010

Michigan Family Review

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Black Feminist Thought is used to identify some of the tensions experienced by African American women faculty holding positions in predominately White institutions: (a) the mammy-sapphire continuum of existence, (b) inequality without reverence to credentials and expertise, and (c) privilege and dismissing intersectionality. Peer mentoring is discussed as a tool of resistance. Other forms of resistance include: using counter narratives, identifying the issue, defining and evaluating self, relinquishing representations offered by others, seeking and using work-life resources, and securing required resources.Key words: Black Feminist Thought, Gender, Mentoring, Peer Mentoring, Race, ResistanceWe, African American women professionals in higher education, make visible the continued presence of race and gender oppression, and the hegemony that supports systems of oppression within the academy (Dillard, 2000; Patton, 2004ab). Race and gender differences in patterns of employment, rank, and personal experiences within academic units are illustrative of the interlocking nature of race and gender oppression that have multiple influences (Combs, 2003;Wright Myers, 2002), including pathways to doctorate studies, institutional hiring practices, tenure and promotion processes, organizational behavior, and professional relationships. Further, Black women are more likely to report organizational barriers to advancement and have more negative views of academic or departmental climates. They also are less likely to indicate that their scholarship is valued, that they are respected by their colleagues, and that they are OUTSIDERS WITHIN THE ACADEMY 29Michigan Family Review, 14(1), 28-41, 2010 © Michigan Council on Family Relations viewed as legitimate scholars compared to White women, men of color, or White men (Thomas & Hollenshead, 2001).Because career advancement and greater retention rates are among the most reported benefits of mentoring, mentoring is one form of resistance to systems of oppression, organizational barriers, and other negative dynamics experienced by Black women faculty. Mentoring also reduces social isolation and helps one to manage different academic roles (Bova, 2000;Holmes, Land, & Hinton-Hudson, 2007), making it one of the most viable coping and resistance strategies. Yet, a discussion of mentoring without acknowledging the intersections of race and gender, their implications within predominately White institutions, and forms of resistance would not address fully the needs of Black women in the academy, beckoning the use of a cultural-inclusive approach to working with African American women in the academy.Therefore, to frame the current discussion on mentoring, we use core themes of Black Feminist Thought (Hill Collins, 1986;1991) to situate Black women faculty in the academy. Part of our framework includes three sites of tension and resistance: (a) the Mammy-Sapphire continuum of existence, (b) inequality without reverence to credentials, expertise, and professional experiences, and (c) White ...

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Section: Themes In the Lives Of Black Women In Academe: Tension And Rmentioning

confidence: 99%

Section: Outsiders Within the Academy 29mentioning

confidence: 99%

Section: White Privilege Used To Dismiss the Lived Truths Of Racism Amentioning

confidence: 99%

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Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Henderson¹

2010

Michigan Family Review

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“…Deficit-focused research on minorities remains commonplace especially in founding and maintain culturally-insensitive curriculums (Harper, 2012;Patton, 2004;Texeira 7 Christian, 2002;Greene, 2000).…”

Section: Methodology Rationale For Qualitative Approachmentioning

confidence: 99%

“…Masked behind what appears to be civility, inferential racism and sexism prevail in the college classroom and are reflected in some college policies and curriculum. Sources of race-related stressors include stereotype threat that challenges her intellectual worth as a woman and as an African American (Patton, 2004).…”

Section: Racial Bias Within the Pwi Environmentmentioning

confidence: 99%

Counterstories : educational resilence of adult African American women attending an urban predominantly White university.

Taylor¹

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Complicity Theory

McPhail¹

2017

The International Encyclopedia of Intercultural Communication

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Complicity theory offers an approach to the critical consideration of difference and identity that highlights the ways in which agents are implicated in social and symbolic systems of oppression and domination. Originally conceived of as a “theory of negative difference,” it has evolved to consider how the adaptive impulses of power and privilege limit the transformative potential of discourse. The theory continues to offer a unique and provocative lens through which to analyze and understand difference, identity, and domination.

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In the Guise of Civility: The Complicitous Maintenance of Inferential Forms of Sexism and Racism in Higher Education

Cited by 41 publications

References 10 publications

Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Outsiders within the Academy: Strategies for Resistance and Mentoring African American Women

Counterstories : educational resilence of adult African American women attending an urban predominantly White university.

Complicity Theory

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