STEM Women Faculty Struggling for Recognition and Advancement in a “Men’s Club” Culture

2018 ◽  
pp. 121-149 ◽  
Author(s):  
Bonnie Ruder ◽  
Dwaine Plaza ◽  
Rebecca Warner ◽  
Michelle Bothwell
Keyword(s):  
Women Faculty

Mentoring Women Faculty of Color in the Academy

2020 ◽  
pp. 167-185
Author(s):  
Brenda Lloyd‐Jones ◽  
Gaëtane Jean‐Marie
Keyword(s):  
Faculty Of Color ◽  
Women Faculty ◽  
Mentoring Women ◽  
Women Faculty Of Color

“Where is Our Space Within this Ivory Tower?” The Teaching Experiences of Black Women Faculty in Education Programs

2021 ◽  
pp. 194277512110022
Author(s):  
Tomika L. Ferguson ◽  
Risha R. Berry ◽  
Jasmine D. Collins
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Culturally Relevant ◽  
Organizational Structures ◽  
Women Faculty ◽  
Full Time ◽  
Education Programs ◽  
Self Reflection ◽  
Culturally Relevant Practices ◽  
Black Women Faculty

Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection.

scholarly journals Give Yourself Permission to Rest

Genealogy ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 17
Author(s):  
Kareema J. Gray ◽  
Latoya B. Brooks
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Historically Black ◽  
Self Care ◽  
Women Faculty ◽  
Women In Higher Education ◽  
Emotional Needs ◽  
Social Unrest ◽  
Global Pandemic ◽  
Black Women Faculty

Black women in higher education have always been under pressure to prove that they belong in their positions, and often have taken on more work to prove this. The events of 2020—the COVID-19 global pandemic and the racial and social unrest that swept through the country increased this pressure on Black women in higher education. Historically, Black women have taken on the roles of mother, professional, and caretaker of all who were around them. The events of 2020 added to those roles for Black women faculty, working from home, homeschooling online, checking on the welfare of students, and addressing the emotional needs of their families who have been stuck indoors for months. Self-care is more important now more than before for Black women faculty. To employ these self-care strategies, Black women faculty must first give themselves permission to need them.

scholarly journals Medical School Deans’ Perceptions of Organizational Climate: Useful Indicators for Advancement of Women Faculty and Evaluation of a Leadership Program’s Impact

2009 ◽  
Vol 84 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Sharon Dannels ◽  
Jean McLaughlin ◽  
Katharine A. Gleason ◽  
Sharon A. McDade ◽  
Rosalyn Richman ◽  
...  
Keyword(s):  
Medical School ◽  
Organizational Climate ◽  
Women Faculty
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