Promotion Beyond Tenure: Unpacking Racism and Sexism in the Experiences of Black Womyn Professors

Croom, Natasha N.

doi:10.1353/rhe.2017.0022

Cited by 82 publications

(66 citation statements)

References 27 publications

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“…One of the recurring themes from this study was that the Black students did not see Black representation among faculty and staff. Current literature on Black faculty and staff has mainly examined their experiences within the contexts of being at predominantly White institutions, where Black faculty must navigate diversity-related challenges (Croom, 2017), such as providing diversity-related services, which generates additional stress and work overload (Griffin, Pifer, Humphrey, & Hazelwood, 2011). At the same time, diversity-related service has not been valued in reappointment, tenure, and promotion decisions, which is a prime example of microinvalidation, a racial microaggression (Diggs, Garrison-Wade, Estrada, & Galindo, 2009).…”

Section: Implications For Researchmentioning

confidence: 99%

Being Black in a Sea of Color: A Phenomenological Study Exploring Black Students’ Racial Experiences at an AANAPISI and Emerging HSI

Lu¹,

Newton²

2019

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This phenomenological study used semi-structured interviews with 13 Black college students attending a university that is both an Asian American Native American Pacific Islander Serving Institution (AANAPISI) and emerging Hispanic-Serving Institution (HSI) to explore their racial experiences using symbolic interaction theory. Findings demonstrate that despite attending a minority-serving institution, Black students felt a cultural mismatch with their Asian and Latinx peers and the values of their campus. Being a minority within a minority-serving institution, they also experienced being invisible and hypervisible simultaneously.

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Section: Implications For Researchmentioning

confidence: 99%

Being Black in a Sea of Color: A Phenomenological Study Exploring Black Students’ Racial Experiences at an AANAPISI and Emerging HSI

Lu¹,

Newton²

2019

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“…This lack of clarity resulted in many mid-career faculty members feeling trepidation about aspirations for their advancement to full professor status, causing them to question their decision to pursue this career milestone (Baker et al 2017a ). Women and faculty of color were disproportionately affected by this lack of clarity (Croom 2017 ; Ward and Wolf-Wendel 2012 ). Additionally, a lack of career-stage resources to support teaching development and disciplinary supports were wanting (Ross 2015 ).…”

Section: S: Barriers Vulnerable Faculty and Interventionsmentioning

confidence: 99%

“…An important contribution from this scholarship was a focus on the intersectionality of multiple roles and identities coupled with career stage challenges, specifically mid-career. Such work helped us, for example, understand the challenges of faculty life and motherhood (Ward and Wolf-Wendel 2012 ) and life as a Black womyn professor (Croom 2017 ; Croom and Patton 2011 ). These qualitative investigations provided rich narratives from mid-career women faculty participants as they shared insights into the barriers impeding their advancement in the academy and the challenges faced while juggling multiple roles within and outside of the academy.…”

Section: S: Barriers Vulnerable Faculty and Interventionsmentioning

confidence: 99%

“…Croom ( 2017 ) sought to “unpack” (p. 557) racism and sexism in the experiences of Black womyn professors (“womyn” is a spelling, rooted in feminist perspectives, that is chosen by some authors). Through her qualitative research, she examined the processes Black womyn faculty endure as they seek promotion to full professorship given the lack of womyn and faculty of color represented beyond the associate professor rank or in institutional administrative positions.…”

Section: S: Barriers Vulnerable Faculty and Interventionsmentioning

confidence: 99%

“…Through her qualitative research, she examined the processes Black womyn faculty endure as they seek promotion to full professorship given the lack of womyn and faculty of color represented beyond the associate professor rank or in institutional administrative positions. Employing a critical race feminism framework, Croom ( 2017 ) highlighted the dominant narratives of full professorship, namely, the status and influence that accompanies that rank. Further, her research revealed the challenges her study participants experienced as they worked toward fulfilling their career aspirations of tenure and full professorship, such as the skepticism and discouragement Black womyn face from their colleagues in response to their interest in pursuing this career advancement.…”

Section: S: Barriers Vulnerable Faculty and Interventionsmentioning

confidence: 99%

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A Mid-Career Faculty Agenda

Baker¹,

Manning²

2021

Higher Education: Handbook of Theory and Research

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Described as the “bridge between faculty generations” (Baldwin and Chang, Liberal Education, 92 (4), 28–35, 2006), mid-career faculty members play an important role in colleges and universities. Mid-career faculty members serve as mentors to early career colleagues and occupy critical leadership roles, formal and informal, on their respective campuses (Baker et al. Developing faculty in liberal arts colleges: Aligning individual needs and organizational goals . New Brunswick: Rutgers University Press, 2017a, 2018). Yet, mid-career faculty members often assume these roles with little to no support to be successful in these roles and often to the detriment of their own career advancement (Baker, Lunsford, Pifer; Ward and Wolf-Wendel, Academic motherhood: How faculty manage work and family . New Brunswick: Rutgers University Press, 2012). Despite the importance of mid-career faculty to a thriving academy, there is an opportunity for those tasked with faculty development responsibilities to better understand the experiences of their mid-career faculties, particularly women and other underrepresented academics, and to provide appropriate and adequate career-stage-specific supports. An important question arises: how can colleges and universities better support their mid-career faculty? This chapter presents a meta-synthesis of four decades of research and practice focused on mid-career faculty and offers an agenda moving forward to better serve this faculty population.

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