Narratives of Black Women STEM Faculty: Breaking Barriers to Promote Institutional Transformation at Historically Black Colleges and Universities

Lee, Anna; Corneille, Maya; Jackson, Karen T.; Banks, Bahby; Allen, Sherrice; Coger, Robin N.; Kanipes, Margaret I.; Luster‐Teasley, Stephanie

doi:10.5399/osu/advjrnl.3.1.5

Cited by 3 publications

(4 citation statements)

References 37 publications

(50 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In the academic context, the literature has indicated that women faculty and women faculty of color face multiple challenges at all academic employment stages of recruitment, onboarding, promotion and retention. Some examples include devaluation of scholarship (Settles et al ., 2021), ambiguous standards for tenure and promotion, lack of mentorship, lack of respect from colleagues (Bell et al ., 2021; Thomas and Hollenshead, 2001), fewer opportunities for research collaboration (Lee et al ., 2022) and students challenging their authority and scholarly expertise (Fox Tree and Vaid, 2022; Pittman, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Career challenges of international female faculty in US universities: from a linguistic profiling perspective

Park,

Jeong

2024

CDI

View full text Add to dashboard Cite

PurposeThe purpose of this study is to review how international female faculty experience linguistic challenges and bias in their US university careers.Design/methodology/approachBy reviewing related literature, the authors explore the career challenges of international female faculty including hiring, promotion and tenure and leadership opportunities from a linguistic profiling perspective.FindingsInternational female faculty have relatively few hiring opportunities, specifically when institutions and fields openly accept linguistic profiling and bias and are less likely to hire non-native English-speaking international faculty. In the promotion and tenure process, international female faculty have struggled with standard academic English criteria and poor teaching evaluations from students because of the faculty’s different English usage such as word choice, grammar and pragmatics. In terms of leadership opportunities, international female professors have faced linguistic bias that non-native English faculty members are not competent, credible, intelligent or skilled because they speak accented English.Originality/valueThis study can help researchers and career development practitioners by adding linguistic profiling specific diversity and inclusion perspectives to existing literature. The findings expand the perspectives and practices related to the career challenges of international female faculty due to linguistic profiling.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Career challenges of international female faculty in US universities: from a linguistic profiling perspective

Park,

Jeong

2024

CDI

View full text Add to dashboard Cite

show abstract

“…According to Lee et al (2021), Black women STEM faculty at HBCUs seek out internal and external mentorship opportunities related to scholarship and tenure. Even at HBCUs, they indicated being more likely to have their expertise questioned, and experience sexism, racism, and gendered racism (Lee et al, 2022). The authors recommended having institutional accountability and oversight, more leadership training and opportunities, and increased support for Black women STEM faculty's research agendas to facilitate institutional transformation for their success and advancement in the academy.…”

Section: Identifying Underrepresented Groups In the Academy And Their...mentioning

confidence: 99%

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

King

Upadhyay

2022

Science Education

View full text Add to dashboard Cite

In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice-oriented and equity-driven models of mentoring that account for excessive teaching loads and service commitments for faculty at minority-serving institutions and Black and Brown faculty at predominantly White institutions. Current promotion and tenure publish or perish models neglect the intellectual and scholarly contributions made through teaching and service and therefore hold the same level of expectations for engagement in and dissemination of research. We share our own stories as Faculty of Color navigating institutional structures during the promotion and tenure process, while also negotiating incongruent cultures of our personal and professional lives. Furthermore, we address the need for mentoring and networking within exclusionary spaces to support the productivity and critical research agendas of Black and Brown faculty that often challenge the white heteronormative cultures of our institutions, professional organizations, peer-reviewed journals, and prestigious funding mechanisms. Implications of this essay include an acknowledgment of oppressive systems that early-career Black and Brown faculty often

show abstract

“…Across all disciplines, Black women comprise less than two percent of full professors in the United States (Gayles, 2022;Williams & O'Leary, 2021). Black women in science, technology, engineering, and mathematics (STEM) are even less, but it is more likely to find more at Historically Black Colleges and Universities (HBCUs) (Lee et al, 2022;Owens, 2020).…”

mentioning

confidence: 99%

“…While we may not experience issues of race identical to Black women at PWIs, Black women at HBCUs still face many intersectional challenges as we work in environments or in STEM or other disciplines with few female colleagues and fewer female academic leaders (Moore et al, 2014;Lee et al, 2022).…”

mentioning

confidence: 99%

Pyrrhic Persistence?: One Road to Full Professorship at an HBCU

Owens

2024

ADVANCE Journal

View full text Add to dashboard Cite

Not too long ago we got the good news for a promotion to full Professor for Dr. Owens. . . .This [is a] collective achievement. . . .Of course, we know this didn't just happen because [of] the individual person, it was true collaborative work . . . so this, this is a celebration for our faculty group." -Dean at a Faculty Meeting Without fanfare, he just moved on to the next agenda item. After he moved on, I received a text from another colleague on the recorded Zoom meeting: "Am I reading too much into it or did he basically just say that you got promoted because of collaborations and not your own independent hard work?" This exchange, which occurred two days after I received the official notification of my promotion to full professor, catalyzed a shift for me. I became engulfed in a simultaneously painful yet numbing fog that lasted the entire fall semester. The scenario reminded me of an affirmation that I wrote soon after achieving tenure nearly a decade earlier. With it came the realization that tenure did not change much in terms of my treatment in my academic unit. My campus office walls are covered with encouraging and motivational words, many of which are mine. "You can't work yourself into the respect and regard of people who are determined to never respect or regard you." I revisited my own words as a necessary reminder of my reality. The daily fare included incivility, lack of collegiality, andthe expectation of extra uncompensated physical and emotional labor by faculty, staff, and students. Then, there was the gaslighting about said conditions. I persisted.But I'm a full professor now. So why was I hurt? Even with the daily reminder of my quote, apparently somewhere deep down, I thought that swimming the moat, surviving the

show abstract

Narratives of Black Women STEM Faculty: Breaking Barriers to Promote Institutional Transformation at Historically Black Colleges and Universities

Cited by 3 publications

References 37 publications

Career challenges of international female faculty in US universities: from a linguistic profiling perspective

Career challenges of international female faculty in US universities: from a linguistic profiling perspective

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

Pyrrhic Persistence?: One Road to Full Professorship at an HBCU

Contact Info

Product

Resources

About