Under Attack: The Status of Minority Faculty Members in the Academy

Blackshire-Belay, Carol A.

doi:10.2307/40252309

Cited by 9 publications

(1 citation statement)

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“…The frequency of microaggressions and macroaggressions caused faculty of color participants to feel marginalized and disconnected from the university. This also is not unique to the study site; this issue has been studied and reported on previously (Blackshire-Belay, 1998;Grunwald & Peterson, 2003;Louis et al, 2016;Turner, 2002).…”

Section: Study Conclusionmentioning

confidence: 96%

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Lynette¹

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This research study captured the stories of 11 university faculty about their lived experiences with the university's social justice mission. Key findings revealed: (a) faculty of color described experiencing racism on campus, (b) faculty of color felt marginalized on campus, (c) faculty developed their understanding of the mission over time, (d) the mission was experienced differently by faculty of color than by White faculty, (e) peer group support was vital for retaining faculty of color, and (f) there was little evidence of collective overt challenges to the dominant ideology of the university. The study used a case study methodology to understand how tenured and tenure-track faculty made meaning of and understood a university's mission at a private university in the western United States. Campus documents were analyzed and 11 faculty members were interviewed. Data were analyzed using the in vivo coding method and were interpreted through a critical race theory framework. Results indicate that more can be done by universities in the United States to create inclusive campuses and to retain faculty of color.Suggestions for actionable steps are offered. These results are significant because they inform higher education leadership that the work of implementing their mission is never over and that the higher education community must continuously strive to be more inclusive, equitable, and accessible.

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Section: Study Conclusionmentioning

confidence: 96%

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Lynette¹

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Creating environments conducive for lifelong learning

Derrick

2003

New Dir Adult Contin Educ

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Opportunities to engage in learning anytime or anywhere must address the issue of how to foster the desire for sustained and enduring learning. The need to understand the conditions necessary for facilitating this type of learning requires an understanding of the behaviors associated with autonomous learning coupled with self-efficacy beliefs.A technological transformation during the past decade has eliminated the boundaries between formal and informal learning. As we adapt to a knowledge-driven society, a cultural transformation is occurring. Lifelong learning is an essential goal of education as a means to improve the quality of life for an individual, a culture, or a society. The value of sustained learning is demonstrated through changes in economic growth and social well-being, as well as the development of a democratic way of life. Although we now have opportunities to engage in learning anytime or anywhere, we must address the issue of how to foster the desire for sustained and enduring learning and, more important, create environments that are conducive to this lifelong learning process.Establishing the conditions necessary for facilitating and enhancing the capacity for sustained and enduring learning requires understanding which behaviors are important for independent, autonomous learning. The research of Derrick (2001), Carr (1999), and Ponton (1999) establishes a definitive understanding of the specific characteristics associated with persistence, resourcefulness, and initiative in autonomous learning, coupled with self-efficacy beliefs that facilitate learners who can endure and sustain their learning in any setting or medium. Their research was predicated on the belief that autonomous learning behaviors can be identified and quantified through the development of items that assess the relative capacity of intentions to learn (that is, conation).The original research focused on the development of a conceptual framework that adequately addresses these questions: What are the specific attributes of learners who exhibit initiative, resourcefulness, and persistence NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION, no. 100, Winter 2003 © Wiley Periodicals, Inc. 5 1 6 FACILITATING LEARNING IN ONLINE ENVIRONMENTSin learning? Does the medium or setting make a difference with regard to learner autonomy? What is the importance of developing lifelong, independent learners?Perspectives regarding teaching and learning have seen a subtle shift over the past decade. There is a greater emphasis on the learner and on the structures and mechanisms that sustain and develop the skills and attitudes needed for the future. The shift in thinking has focused on the internal conditions that are necessary for sustained and enduring learning rather than on the external surroundings and settings.Distance education has reinforced the emphasis on cognitive and psychological conditions that support learning as we continue to move toward anytime-anyplace learning. The online format is viewed as an alternative way to learn in a tech...

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Microaggressions, Marginalization, and Stress: Issues of Identity, Place, and Home for Minority Faculty in Academia

AguirreJr.

2020

Prejudice, Stigma, Privilege, and Oppression

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Under Attack: The Status of Minority Faculty Members in the Academy

Cited by 9 publications

References 0 publications

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

How do faculty experience the university mission? : a descriptive case study of one university’s approach to its core values

Creating environments conducive for lifelong learning

Microaggressions, Marginalization, and Stress: Issues of Identity, Place, and Home for Minority Faculty in Academia

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