The factors affecting the persistence of Latina faculty: A literature review using the intersectionality of race, gender, and class

Sánchez-Peña, Matilde; Main, Joyce B.; Sambamurthy, Nikitha; Cox, Monica Farmer; McGee, Ebony O.

doi:10.1109/fie.2016.7757519

Cited by 12 publications

(7 citation statements)

References 37 publications

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“…Women faculty of color are not spared once they enter the professoriate. Indeed, it is clear that they continue to experience gendered racial microaggressions well into their academic careers (Gutiérrez y Muhs et al, 2012; Sanchez-Peña et al, 2016; Turner et al, 2011).…”

Section: Gendered Microaggressions In the Academymentioning

confidence: 99%

Challenging gendered microaggressions in the academy: A social–ecological analysis of bystander action among faculty.

Haynes-Baratz

Bond

Allen

et al. 2022

Journal of Diversity in Higher Education

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Despite increasing numbers, women faculty are still underrepresented at higher ranks and in leadership positions in the professoriate. Recent research suggests that gendered microaggressions, a particular expression of subtle gender bias, have a powerful, cumulative negative impact on women faculty's access to research support and advancement. Bystander interventions are a promising avenue to mitigate their impact. However, little is known about the factors that encourage and/or present barriers to bystander action around microaggressions in the academic work environment-arguably, critical information required in order to design an effective workplace intervention program. A series of 12 semistructured interviews were conducted to explore faculty's current action (or inaction) in response to witnessing microaggressions. Employing a social-ecological lens, findings suggest that facilitators and barriers to bystander action exist at the individual, interpersonal, and organizational levels. Implications for the development of workplace bystander intervention programs in the academy are discussed.

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Section: Gendered Microaggressions In the Academymentioning

confidence: 99%

Challenging gendered microaggressions in the academy: A social–ecological analysis of bystander action among faculty.

Haynes-Baratz

Bond

Allen

et al. 2022

Journal of Diversity in Higher Education

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“…Studies on diversity among faculty tend to focus on STEM disciplines rather than engineering specifically. Among studies investigating the representation of WoC faculty, researchers have found that in addition to struggles associated with the double bind (Armstrong & Jovanovic, 2015; Berry, Cox, & Main, 2014; DeJoie, 1977; Sánchez‐Peña, Main, Sambamurthy, Cox, & McGee, 2016), WoC faculty also face issues associated with the “leaky pipeline” (Bilimoria, Joy, & Liang, 2008); “chilly climate,” covert and overt “microaggressions” (Hess, Gault, & Yi, 2013; McGee & Bentley, 2017; Trower, 2002); and the “minority tax” (Armstrong & Jovanovic, 2017; Coe, Wiley, & Bekker, 2019). In terms of faculty recruitment of women, the literature is mixed.…”

Section: Introductionmentioning

confidence: 99%

The correlation between undergraduate student diversity and the representation of women of color faculty in engineering

Main

Tan

Cox

et al. 2020

J of Engineering Edu

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Background: Despite the critical role of faculty diversity in the persistence and academic experiences of undergraduate students as well as in the development of engineering innovations, women of color (WoC) faculty are still underrepresented in engineering programs across the United States. Purpose/Hypothesis: This study identifies whether the demographic composition of undergraduate engineering students is correlated with the representation of WoC faculty. It also highlights the institutional-and departmental-level factors that contribute to the race-gender diversification of the engineering professoriate. Design/Method: Informed by organizational demography as the theoretical framework, the methods include linear and logit regression analyses. Data come from the American Society for Engineering Education, the Integrated Postsecondary Education Data System, and the American Community Survey, and include engineering departmental-level observations across 345 institutions over 12 years. Results: Engineering departments that award more bachelor's degrees to women African American/Black undergraduate students are more likely to employ relatively more African American/Black women faculty. This positive relationship is also found among Asian Americans and Hispanics/Latinas. Conclusions: Research findings demonstrate the relationship between engineering undergraduate composition, as well as other departmental-and institutional-level factors, and the prevalence of WoC faculty. The findings highlight important areas for stakeholders and academic administrators to consider when developing strategies and programs to diversify the composition of engineering faculty.

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“…Women in academia describe being isolated within their departments/schools and excluded from important informal networks compared to faculty who are men (Gardner, 2012). Women describe struggling with work–life balance (e.g., Sanchez-Pena et al, 2016). Additionally, other sources in the literature indicate how women perceive the manner in which they conduct their teaching, research, and service is at odds with how they are evaluated in the tenure-promotion process (Gardner, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

The Role of Identity in Motivating and Shaping the Experiences of Social Work Participatory Action Research Scholars

Cosgrove

Kramer

Mountz

et al. 2020

Affilia

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Participatory action research (PAR) and Community-based participatory research (CBPR) prioritize collaborative research approaches with the goal of social transformation. Themes from this qualitative study of 15 early career social work PAR and CBPR scholars indicate that they are strongly motivated to pursue these methodologies because of their own experiences with disempowerment as well as their connection to social work values. Participants reflected upon their experiences with marginalization (due to observed and unobserved identities/experiences), which fostered a commitment to emphasizing power sharing and elevating marginalized voices. Additionally, identity played a role in how researchers experienced doing PAR/CBPR. Researchers described being simultaneously an insider and outsider in the communities in which they worked, especially the ways that their status as university researchers impacted their positioning in the communities they considered their own. This article explores how identity motivates and presents challenges that scholars must navigate when pursuing PAR/CBPR. Additionally, findings indicate that some scholars who hold marginalized identities experience increased vulnerability within academia when they engage in PAR/CBPR. Such experiences may impact whose voices are represented in the body of social work literature.

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The factors affecting the persistence of Latina faculty: A literature review using the intersectionality of race, gender, and class

Cited by 12 publications

References 37 publications

Challenging gendered microaggressions in the academy: A social–ecological analysis of bystander action among faculty.

Challenging gendered microaggressions in the academy: A social–ecological analysis of bystander action among faculty.

The correlation between undergraduate student diversity and the representation of women of color faculty in engineering

The Role of Identity in Motivating and Shaping the Experiences of Social Work Participatory Action Research Scholars

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