Analyzing University Exploitation of Diversity to Legitimize Hiring Discrimination

2019 ◽  
pp. 234-267
Author(s):  
Constance P. Hargrave
Keyword(s):  
Black Woman ◽  
Self Care ◽  
Outreach Program ◽  
Predominantly White Institution ◽  
Hiring Process ◽  
Associate Dean ◽  
White Institution ◽  
Woman Professor ◽  
Definition Of ◽  
The University

This critical race counter-story chronicles a Black woman professor's candidacy for an associate dean position at a predominantly White institution. It is uncommon to hear the voices of those who have been marginalized and disenfranchised in the hiring process at a university. This counter-narrative disrupts the silencing of voices at the margin and challenges the master narrative of the university hiring process by giving voice to a Black woman professor's experience. Using covert racism, the researcher deconstructs the university's actions to operationalize a deficit narrative of her associate dean candidacy, while simultaneously espousing a commitment to diversity by increasing funding to an outreach program for students of color. The chapter concludes with a discussion of self-care. Black feminist thought provides the framework to understand how acts of self-care influenced the self-definition of the Black woman professor.

Exploring Identity-Safety Cues and Allyship Among Black Women Students in STEM Environments

2019 ◽  
Vol 43 (2) ◽  
pp. 131-150 ◽  
Author(s):  
India R. Johnson ◽  
Evava S. Pietri ◽  
Felicia Fullilove ◽  
Samantha Mowrer
Keyword(s):  
Women Students ◽  
Black Women ◽  
Role Models ◽  
Role Model ◽  
Black College ◽  
Stem Majors ◽  
Predominantly White Institution ◽  
White Institution ◽  
Woman Professor ◽  
Identity Safety

Black women are underrepresented in science, technology, engineering, and math (STEM) and report feeling unwelcome in STEM. A successful scientist exemplar or role model may signal to Black women they are valued in STEM environments. We investigated who acts as an identity-safety cue for Black women. In Study 1, Black women students who learned about a Black man or a Black woman professor in a hypothetical School of Science and Engineering reported greater anticipated belonging and trust, relative to those learning about a White man or a White woman professor. In Study 2, we recruited Black women STEM majors from a predominantly White institution and a women-only historically Black college. We examined how both groups identified role models in STEM and assessed how perceptions that role models were allies related to belonging in the institution and belonging in STEM. Across both educational environments, having Black women and Black men role models, and perceiving role models who lacked a common racial identity as allies, positively related to belonging in the institution. We encourage the use of Black exemplars and role models, as well as allies, in interventions geared toward increasing belonging among Black women in STEM. Additional online materials for this article are available on PWQ’s website at http://journals.sagepub.com/doi/suppl/10.1177/0361684319830926 and a podcast for instructors who want to use this article for teaching is available on PWQ's website at http://journals.sagepub.com/page/pwq/suppl/index

Coming Home: Hermanos Académicos Reflect on Past and Present Realities as Professors at Their Alma Mater

2012 ◽  
Vol 82 (3) ◽  
pp. 353-380 ◽  
Author(s):  
Richard Reddick ◽  
Victor Sáenz
Keyword(s):  
Predominantly White ◽  
Structural Changes ◽  
Personal Narratives ◽  
Community Outreach ◽  
Predominantly White Institution ◽  
Scholarly Personal Narrative ◽  
Cultural Integrity ◽  
White Institutions ◽  
White Institution ◽  
The University

In this article, Richard J. (Rich) Reddick and Victor B. Sáenz, two assistant professors of color, utilize scholarly personal narrative to reflect on their trajectory from undergraduates at a predominantly White institution—one prominently mired in a legacy of discrimination and exclusion toward people of color—to faculty members at that same institution. Employing the concept of (in)visibility to discuss their alternating feelings of exclusion and acceptance in the university community, Reddick and Sáenz describe how they endeavor to maintain their senses of self through the support of family, mentors, and their home communities. The institution's efforts to reconcile its difficult history through community outreach and structural changes provide what appears to be a safe space for these hermanos académicos (academic brothers), though the two scholars continue to struggle with multiple and sometimes competing responsibilities: navigating the institution, retaining their cultural integrity, and meeting the demands of the academy. The authors conclude by making recommendations for institutions invested in increasing faculty diversity and calling for greater use of scholarly personal narratives to detail the experiences of underrepresented communities in predominantly White institutions.

Health education: operative group experience for diabetic elderly people

2011 ◽  
Vol 5 (11) ◽  
pp. 2675
Author(s):  
Anna Karla de Oliveira Tito Borba ◽  
Roberta Souza Pereira da Silva Ramos ◽  
Ana Paula de Oliveira Marques ◽  
Francisca Márcia Pereira Linhares ◽  
Márcia Carrera Campos Leal ◽  
...  
Keyword(s):  
Health Education ◽  
Elderly People ◽  
Self Care ◽  
Educational Activity ◽  
Construction Of Knowledge ◽  
Leading Role ◽  
Performance And Evaluation ◽  
Definition Of ◽  
The University ◽  
Individual Consultation

ABSTRACTObjective: to enable the diabetic elderly people to cope with the disease and their limitations through operative groups f health education. Method: this is an experience report regarding the educative activity developed by the team of the university extension project called “Grupos operatives de educação em saúde para idosos diabéticos” aiming the segment assisted by the Nucleo de Atençao ao Idoso da Universidade Federal de Pernambuco (NAI/UFPE), carried out from June to July 2011. The group had the participation of twelve elderly people, identified as diabetic ones through consultation to their medical records, who were invited to participate in the educational activity through telephonic contact and posterior individual consultation. Four weekly two-hour meetings were held, and to carry out the activity the following strategy was used: Analysis of demand – survey; Pre-analysis of the group and context problematics – planning; Survey of generating issues and definition of focus – performance and evaluation. Results: the operative group provided the diabetic elderly people with encouragement for playing a leading role and having autonomy, appreciation of knowledge and personal experiences and the questioning of self-care strategies for living with diabetes through participatory and playful teaching methodologies. Conclusion: the practice of health education through operative groups for diabetic elderly people can contribute develop the ability to better cope with the disease through the (re)construction of knowledge on it and the consequent adoption of special self-care behaviors, allowing a higher quality to the additional years of life.Descriptors: health education; elderley; diabetes mellitus.RESUMOObjetivo: capacitar os idosos diabéticos a lidar com a doença e suas limitações por meio de grupos operativos de educação em saúde. Método: trata-se de um relato de experiência quanto à atividade educativa desenvolvida pela equipe do projeto de extensão universitária “Grupos operativos de educação em saúde para idosos diabéticos”, voltada ao segmento assistido pelo Núcleo de Atenção ao Idoso da Universidade Federal de Pernambuco (NAI/UFPE), realizada de junho a julho de 2011. O grupo contou com a participação de doze idosos, identificados como diabéticos pela consulta aos prontuários, os quais foram convidados a participar da atividade educativa por contato telefônico e posterior consulta individual. Foram realizados quatro encontros semanais com duração de duas horas e para condução da atividade utilizou-se a seguinte estratégia: Análise da demanda – levantamento; Pré-análise da problemática do contexto e do grupo – Planejamento; Levantamento dos temas geradores e definição do foco – execução e avaliação. Resultados: o grupo operativo proporcionou aos idosos diabéticos estímulo ao protagonismo e autonomia, valorização do saber e das experiências pessoais e a problematização de estratégias de autocuidado para a convivência com o diabetes através de metodologias de ensino participativas e lúdicas. Conclusão: as práticas de educação em saúde por meio de grupos operativos para idosos diabéticos podem contribuir para desenvolver a capacidade de lidar melhor com a doença pela (re)construção do conhecimento sobre ela e consequente adoção de comportamentos especiais de autocuidado, proporcionando maior qualidade aos anos adicionais de vida. Descritores: educação em saúde; idoso; diabetes mellitus.RESUMENObjetivo: capacitar los ancianos diabéticos a lidiar con la enfermedad y sus limitaciones por medio de grupos operativos de educación en salud. Método: esto es un relato de experiencia en cuanto a la actividad educativa desarrollada por el equipo del proyecto de extensión universitaria “grupos operativos de educação em saúde para idosos diabéticos” dirigida al segmento asistido el Núcelo de Atenção ao Idoso de la Universidade Federal de Pernambuco (NAI?UFPE), realizada de junio hasta julio de 2011. El grupo contó con la participación de doce ancianos, identificados cómo diabéticos por la consulta a los prontuarios, los cuales fueron invitados a participar en la actividad educativa por contacto telefónico y posterior consulta individual. Fueron realizados cuatro encuentros semanales de dos horas de duración y para llevar a cabo la actividad se utilizó la siguiente estrategia: Análisis de la demanda – Encuesta; Pre-análisis de la problemática del contexto y del grupo – planeamiento; Levantamiento de los temas generadores y definición del enfoque – ejecución y evaluación. Resultados: el grupo operativo proporcionó a los ancianos diabéticos el estímulo al protagonismo y la autonomía, valorización del saber y de las experiencias personales y  la problematización de estrategias de autocuidado para convivir con la diabetes a través de metodologías de enseñanza participativas y lúdicas. Conclusión: las prácticas de la educación en salud por medio de grupos operativos para ancianos diabéticos pueden contribuir para desarrollar la capacidad de hacer frente mejor a la enfermedad a través de la (re)construcción de conocimiento sobre ella y la consecuente adopción de comportamientos especiales de autocuidado, proporcionando mayor calidad a los años adicionales de vida. Descriptores: educación en salud; anciano; diabetes mellitus.

scholarly journals Hispanic and Catholic, or Hispanic-Catholic? Racialized Religious Identity for Self-Identified “Hispanic” Students at a Predominantly White Institution

2019 ◽  
Author(s):  
Cristen Dalessandro
Keyword(s):  
Religious Identity ◽  
Hispanic Students ◽  
Religious Affiliation ◽  
Future Research ◽  
Cultural Backgrounds ◽  
Predominantly White Institution ◽  
Identity Statuses ◽  
White Institution ◽  
Ethnic Group Membership ◽  
Definition Of

Drawing from in-depth interviews with undergraduates at a predominantly non-Hispanic white and secular university in the U.S., I investigate how those self-identified as both Hispanic and Catholic negotiate the identity statuses that classify them as minorities on their campus. While participants in this study who did not identify as Hispanic also did not make connections between religious affiliation and racial/ethnic group membership, most Hispanic undergraduates did make these connections. I found that self-identified Hispanic students used the meanings they attach to Catholic religious affiliation to help them also make sense of their racialized Hispanic identities in the university space. Despite coming from diverse geographic, social class, and cultural backgrounds, these students move toward creating a shared definition of what it means to be a racialized Hispanic person (or Latinx person with Spanish-speaking ancestors) in this particular collegiate context. I conclude with suggestions for future research.

Principles of economic security management of institutions of higher education

2019 ◽  
pp. 174-181
Author(s):  
Nataliia Tsymbalenko
Keyword(s):  
Management System ◽  
Semantic Analysis ◽  
Security Management ◽  
Economic Security ◽  
Theoretical Concepts ◽  
Economic Role ◽  
Social Mission ◽  
Analysis And Synthesis ◽  
Definition Of ◽  
The University

The subject of research-theoretical concepts of economic security managementof universities. The purpose of the article. The study of the essence of the economicsecurity management system of the university and the definition of its main tasks,the formulation of principles of economic security management of the university.Methodology. The dialectical method, methods of analysis and synthesis, methodsof structural-logical and semantic analysis were used to study and summarizescientific papers on the research topic. The results of the work. The essence of theuniversity’s economic security management system has been reviewed. The maintasks of the control system have been identified. A definition of the university’seconomic security system has been proposed. Principles of management of economicsecurity of the university have been formulated. These are: scientific andorganizational and social principles. Conclusions. The proposed principles allow totake into account the economic role and social mission of universities in managingeconomic security.

Talking Loud and Saying Nothing

2019 ◽  
Vol 8 (4) ◽  
pp. 100-105 ◽  
Author(s):  
Elizabeth F. Desnoyers-Colas
Keyword(s):  
Campus Climate ◽  
White Privilege ◽  
White Administrators ◽  
Institutional Practices ◽  
Systemic Racism ◽  
True Nature ◽  
Predominantly White Institution ◽  
The Road ◽  
White Institution ◽  
White Allies

The road a predominantly white institution (PWI) takes to maximize diversity, inclusion, and equity can be fraught with challenges. One midsize institution learned through an assessment of its campus climate that its institutional practices and arrangements impeded diversity, inclusion, and equity despite white administrators' beliefs to the contrary. To help quell systemic racism habits, monthly campus-wide workshops focused on several key racial injustice habits and hurtful microaggressions generated from white privilege. A faux social justice allure to white allies who considered themselves advocates of nondominant people is one that should ultimately call into question the genuineness and true nature of their support. This semi-autoethnographic essay is a plaintive call to white colleagues in the academy to earnestly acknowledge white privilege and to use it to actively fight the destructive force of racial battle fatigue and institutional racism.

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

Problems in English Communicating Skills for Learners of English

2018 ◽  
Vol 9 (07) ◽  
pp. 20484-20491
Author(s):  
Dr. Ishag Adam Hassan Ahmed
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Communicative Competence ◽  
Daily Practice ◽  
Small Component ◽  
Curriculum Review ◽  
Comprehension Skills ◽  
Definition Of ◽  
The University ◽  
Reading Comprehension Skills

This paper is devoted to presenting the methods in English communicating skills for Learners of English in general and the problems specific to University of Bahri. English language major’s graduates then; it discusses the notion of communicative competence, and defines strategic competence. It also briefly deals with the various definitions of communication strategies and taxonomies of conversation strategies. Also, I give brief definition of the word conversation, that is the act of talking together or exchange ideas, opinions, skills, and information. As accustomed, speaking is natural and automatic but communication is an art which must be learned and practiced. Also the aim of this paper is to present you with suitable suggestions about how you can solve problems while reading English? In order to comply with this objective: we considered two variables. The first one is that within our daily practice at the university we have students with different abilities while reading English. Therefore, we need to help them increase the ability in reading comprehension. However, we don’t have enough teachers and needed resources to supply them with the help they need. The second variable is related to the fact that at University there are different centers where the students’ skills can improve and their reading comprehension skills deficiencies could be overcome by getting help from the teachers. This study is small component of a larger curriculum review exercise. The findings of study in general suggest that both students and English language lecturers were in agreement that Sudanese students had a problem in writing and speaking English and due to that the conversational problems are raised.      Finally, the paper concludes by representing the pedagogical implications of conversation strategies.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

Sign in / Sign up

Export Citation Format

Share Document