Paying Professional Taxes for Promotion and Tenure: The Costs of Justice Work for Black Faculty

Journal of Research on Leadership Education ◽

10.1177/19427751211002220 ◽

2021 ◽

pp. 194277512110022

Author(s):

Noelle Arnold ◽

Azadeh F. Osanloo ◽

Whitney Sherman Newcomb

Keyword(s):

Educational Leadership ◽

Leading Edge ◽

Black Faculty ◽

Labor Costs ◽

Group Status ◽

Promotion And Tenure ◽

Academic Labor ◽

Battle Fatigue ◽

Narrative Method

This article examines the costs faculty pay to gain status and security in the academy. Academics receive salaries for their work, but also “pay taxes” in order to maintain a positive trajectory toward the ultimate “prize”—promotion and tenure (PT). The psychology of narrative method is used to examine the articulation of the PT process for two Black faculty in educational leadership. Findings offer that the taxes assessed are: credibility tax, leading edge tax, group status tax, and retaliation tax. Narratives culminate in a discussion of the academic labor costs and racial battle fatigue of justice work for Black faculty.

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The Experiences of Faculty of Color in Departments of Educational Leadership and Administration: The Role of Emotional and Social Intelligence in Navigating Promotion and Tenure to Achieve the Rank of Associate Professor

Journal of Research on Leadership Education ◽

10.1177/1942775120902190 ◽

2020 ◽

pp. 194277512090219

Author(s):

Rene O. Guillaume

Keyword(s):

Educational Leadership ◽

Social Intelligence ◽

Phenomenological Study ◽

Associate Professor ◽

Faculty Of Color ◽

Relationship Building ◽

Self Awareness ◽

Promotion And Tenure ◽

Qualitative Phenomenological

This article presents the findings from a qualitative phenomenological study with 21 Faculty of Color in departments of educational leadership and administration who were tenured within the past 7 years. An emphasis was placed on examining the role of emotional and social intelligence as the participants successfully navigated the promotion and tenure process. Results of the study provide three themes: Sense of Belonging Through Community, Understanding Self, and Strategic Recognition of Organizational Environment. Participants were able to draw on the competencies of self-awareness, organizational awareness, and relationship building in ways that positively impacted their tenure and promotion journey.

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Navigating the Lows to Gain New Heights: Constraints to SoTL Engagement

The Canadian Journal for the Scholarship of Teaching and Learning ◽

10.5206/cjsotl-rcacea.2019.2.8173 ◽

2019 ◽

Vol 10 (2) ◽

Cited By ~ 2

Author(s):

Andrea S. Webb

Keyword(s):

Higher Education ◽

Educational Leadership ◽

Teaching And Learning ◽

Educational Leaders ◽

Academic Culture ◽

Faculty Members ◽

Scholarship Of Teaching ◽

Promotion And Tenure ◽

Scholarly Teaching ◽

Canadian Research

Novice Scholarship of Teaching and Learning (SoTL) leaders making the transition from scholarly teaching to SoTL to SoTL Leadership face many challenges within higher education. Not only does traditional academic culture confine most academics to disciplinary silos, but promotion and tenure requirements encourage faculty members to conduct SoTL work “off the side of their desk,” if at all (Boyer, 1990; Dobbins, 2008; Webb, Wong, & Hubball, 2013). This paper shares some of the findings from a recent study that investigated what constrained educational leaders’ understanding of SoTL while enrolled in a SoTL Leadership program at a Canadian research-intensive university. The paper will also explore implications for the support and enrichment of educational leadership.

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Lexical Comprehension in Young Children With Developmental Delays

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0301.79 ◽

1994 ◽

Vol 3 (1) ◽

pp. 79-88 ◽

Cited By ~ 1

Author(s):

Theresa A. Kouri

Keyword(s):

Young Children ◽

Developmental Delays ◽

Normal Development ◽

Clinical Applications ◽

Group Status ◽

Novel Object ◽

Related Information ◽

Comprehension Skills ◽

Lexical Items ◽

Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

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The Effects of Status on Perceived Warmth and Competence

Social Psychology ◽

10.1027/1864-9335/a000012 ◽

2010 ◽

Vol 41 (2) ◽

pp. 82-87 ◽

Cited By ~ 19

Author(s):

Marco Brambilla ◽

Simona Sacchi ◽

Federica Castellini ◽

Paola Riva

Keyword(s):

Social Status ◽

Perceived Competence ◽

Goal Achievement ◽

Group Status ◽

The Relationship

Research has shown that perceived group status positively predicts competence stereotypes but does not positively predict warmth stereotypes. The present study identified circumstances in which group status positively predicts both warmth and competence judgments. Students (N = 86) rated one of two groups (psychologists vs. engineers) presented as either being low or high in social status on warmth and competence. Results showed that status positively predicted competence stereotypes for both groups, but warmth stereotypes only for psychologists, for whom warmth traits are perceived to be functional in goal achievement. Moreover, for psychologists perceived warmth mediated the relationship between status and perceived competence. Results are discussed in terms of the contextual malleability of the relationship between perceived status, warmth, and competence.

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