“If Only We Are Brave Enough to Be It”: Demanding More from Diversity, Equity, and Inclusion Efforts to Support Women Faculty of Color”

2021 ◽  
pp. 089692052110033
Author(s):  
Angie Beeman

The Black Lives Matter protests, the racial inequality laid bare by the COVID-19 pandemic, and the January 6, 2021 attack on the U.S. Capitol prompted several organizations and academic institutions to write statements in support of the Movement for Black Lives and to re-evaluate their dedication to Diversity, Equity, and Inclusion (DEI). Using auto-ethnographical analysis, I address the inadequacy of such liberal initiatives to effectively challenge racial barriers to the promotion and retention of faculty of color, especially women of color. In fact, I argue that such initiatives could present further challenges for women of color, who are only included superficially and in ways that create more invisible, unrecognized labor. I propose that the language of DEI efforts must more centrally name racism at the same time that they address intersectionality through what I call racism-centered intersectional approaches. These approaches are particularly needed given the history of attacks on ethnic studies and critical race theory.

2019 ◽  
Vol 48 (1) ◽  
pp. 3-12
Author(s):  
Alicia Smith-Tran

This article is guided by two questions: How is age an important aspect of social location that, when forthcoming about it with students, can be beneficial for pedagogical purposes? and How can women faculty of color—particularly those who appear youthful and/or are younger than most of their colleagues—address the marginality of their actual and/or perceived age while simultaneously operating in a space that is contested for women of color? I highlight four benefits that arose as a result of disclosing my age to students: It (1) enabled me to provide concrete examples that were illustrative of key course concepts, (2) helped students understand how age is relational and contextually significant, (3) facilitated the creation of a safe space for “nontraditional” students, and (4) allowed me to better control the narrative students crafted about me based on their perceptions of me as an instructor.


Academe ◽  
2003 ◽  
Vol 89 (4) ◽  
pp. 63
Author(s):  
Michelle G. Knight ◽  
Lucila Vargas

Author(s):  
Claudia M. Bermúdez ◽  
Rachel R. Camacho

This chapter addresses the intersecting roles of race and gender that impact the lives of women faculty of color. The authors explore the overt and covert acts of hostility that they experienced while co-teaching a graduate-level class and challenged the racism and sexism embodied by some of their students. White fragility speaks to a state in which some White people refuse to acknowledge the systemic nature of racism from which they benefit on a daily basis, instead redirecting attention toward their feelings of discomfort when confronted with their racist behaviors. Hegemonic masculinity speaks to the ways in which some men benefit from political, social, and economic systems that legitimize patriarchy and the subordination of women. These phenomena, rooted in colonialist and imperialist histories that transnational feminism works to destabilize, viscerally affect women of color in the academy.


2020 ◽  
Vol 5 (3/4) ◽  
pp. 273-280
Author(s):  
Christina L. Dobbs ◽  
Christine Montecillo Leider

PurposeIn this essay, the authors will describe several facets of their experience as women faculty of color in the academy during the pandemic, in order to explore how institutions might think of equity and diversity initiatives during the pandemic time.Design/methodology/approachThis essay discusses structural, leadership and individual considerations in supporting faculty from diverse backgrounds during the pandemic and beyond, by considering the typical strategies used by faculty of color to maintain active organizational memberships and how the pandemic has shifted those strategies.FindingsUltimately, this essay grapples with diversity as an institutional priority during the unique and shifting circumstances of remote work and teaching and research during the pandemic.Originality/valueThis essay provides insight into how institutions who want to maintain diversity progress during and postpandemic must be more thoughtful about the hiring structures, decision-making spaces and overarching missions.


Author(s):  
Carter A. Rockhill ◽  
Jonathan E. Howe ◽  
Kwame J.A. Agyemang

The lack of racial diversity, equity, and inclusion in leadership positions is an ongoing issue in intercollegiate athletics. The purpose of this study was to analyze the mission, vision, and diversity, equity, and inclusion statements of Power 5 athletic departments and their affiliated universities regarding racial diversity and inclusion to better understand how these two stakeholders work in unison or isolation when creating racially diverse environments. The authors utilized an innovative lens, which merges critical race theory with institutional theory to center race and racism while evaluating how these institutional logics interact in practice. The data show that Power 5 institutions maintain a lack of racial diversity through cultures and mission statements that omit diverse values, create symbolic statements, or lack meaning in creating a diverse reality.


2016 ◽  
Vol 40 (1-2) ◽  
pp. 148-155 ◽  
Author(s):  
Edna W. Comer ◽  
Catherine K. Medina ◽  
Lirio K. Negroni ◽  
Rebecca L. Thomas

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