The Challenges and Responsibilities of White Women in Leadership

2019 ◽  
pp. 125-143
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
White Women ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Feminist Perspective ◽  
Future Research ◽  
Critical Race ◽  
Race Theory

Drawing on a larger study that initiated a dialogue about race and inclusion, the author examined the challenges and responsibilities of White women in higher education leadership through the lens of critical race theory. Though there is a need for women, from a feminist perspective, to confront the trend that higher education leadership continues to be White and male, there is more so a need for White women to interrogate the normative and oppressive nature of Whiteness. Because Whiteness is said to be overlooked within the narrative of feminism, White women are accused of perpetuating racism. Yet, very little research explores what happens when White women, particularly in higher education leadership, interrogate Whiteness. Contributing to the bodies of research on feminism, racism, Whiteness, and leadership within the context of higher education, the author presents strategies that could address the polarizing effects of feminism; discusses implications that go beyond institutional type; and provides directions for future research.

The Challenges and Responsibilities of White Women in Leadership

2021 ◽  
pp. 462-480
Author(s):  
Tenisha Tevis
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
White Women ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Feminist Perspective ◽  
Future Research ◽  
Critical Race ◽  
Race Theory

Drawing on a larger study that initiated a dialogue about race and inclusion, the author examined the challenges and responsibilities of White women in higher education leadership through the lens of critical race theory. Though there is a need for women, from a feminist perspective, to confront the trend that higher education leadership continues to be White and male, there is more so a need for White women to interrogate the normative and oppressive nature of Whiteness. Because Whiteness is said to be overlooked within the narrative of feminism, White women are accused of perpetuating racism. Yet, very little research explores what happens when White women, particularly in higher education leadership, interrogate Whiteness. Contributing to the bodies of research on feminism, racism, Whiteness, and leadership within the context of higher education, the author presents strategies that could address the polarizing effects of feminism; discusses implications that go beyond institutional type; and provides directions for future research.

Resilient Leadership: A Phenomenological Exploration Into How Black Women in Higher Education Leadership Navigate Cultural Adversity

2021 ◽  
pp. 002216782110030
Author(s):  
Nuchelle L. Chance
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Stereotype Threat ◽  
Role Models ◽  
Education Leadership ◽  
Higher Education Leadership ◽  
Women In Leadership ◽  
Women In Higher Education ◽  
Motivation Factors ◽  
Resilient Leadership

This article explores adversity and the lived experiences of Black women in higher education leadership. Using phenomenology, this study specifically explores how Black women in higher education leadership navigate the adverse challenges of intersectionality, stereotype threat, and tokenism. Black women in leadership undergo adversity including limited role models, the concrete ceiling, and the intersectionality of racism, sexism, and ageism, as well as tokenism. The current findings validate that Black women in higher education leadership experience adversity. Some of the more salient codes that emerged were discrimination such as racism, sexism, ageism, and the intersection of these challenges with identity, cultural diversity and belonging, resilience, and leadership callings. Referred to as “superwomen,” Black women are resilient and strong. The results of this study reveal that Black women use adversity as fuel, thus helping them develop the necessary skills to prepare them for leadership. Their strength through adversity is driven by the resilience that has manifested as motivation factors such as family and relationships, mentorship and sponsorship, as well as the support of cultural identity and diversity. The current findings support the notion that adversity shapes Black women into leaders with an emphasis on higher education leadership.

Advancing Research Within Asian American Psychology Using Asian Critical Race Theory and an Asian Americanist Perspective

2021 ◽  
pp. 002216782110627
Author(s):  
Hyung Chol Yoo ◽  
Abigail K. Gabriel ◽  
Sumie Okazaki
Keyword(s):  
Critical Race Theory ◽  
Asian Americans ◽  
Asian American ◽  
Current Theory ◽  
Future Research ◽  
Critical Race ◽  
Race And Racism ◽  
Race Theory ◽  
American Psychology ◽  
History Of

Research within Asian American psychology continually grows to include a range of topics that expand on the heterogeneity, hybridity, and multiplicity of the Asian American psychological experience. Still, research focused on distinct racialization and psychological processes of Asians in America is limited. To advance scientific knowledge on the study of race and racism in the lives of Asian Americans, we draw on Asian critical race theory and an Asian Americanist perspective that emphasizes the unique history of oppression, resilience, and resistance among Asian Americans. First, we discuss the rationale and significance of applying Asian critical race theory to Asian American psychology. Second, we review the racialized history of Asians in America, including the dissemination of essentialist stereotypes (e.g., perpetual foreigner, model minority, and sexual deviants) and the political formation of an Asian American racial identity beginning in the late 1960s. We emphasize that this history is inextricably linked to how race and racism is understood and studied today in Asian American psychology. Finally, we discuss the implications of Asian critical race theory and an Asian Americanist perspective to research within Asian American psychology and conclude with suggestions for future research to advance current theory and methodology.

scholarly journals Studying and Challenging Racism in Higher Education: Naming Bad Faith to Understand the “Logic” of Racism

2021 ◽  
Vol 11 (10) ◽  
pp. 602
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Black People ◽  
Hate Crimes ◽  
Critical Race ◽  
Bad Faith ◽  
Race Theory ◽  
High Profile ◽  
Disconfirming Evidence

In this conceptual essay, the author argues that bad faith is a valuable concept in understanding and challenging racism in higher education. The philosopher Lewis Gordon argues that racism is a manifestation of bad faith. For the actor who sees Black people as less than human, for example, no evidence will allow the actor to see otherwise. Bad faith is the disavowal of any disconfirming evidence which allows actors to maintain their worldviews. The author draws from high profile examples of racism in higher education as conceptual cases to make his argument. Specifically, the author demonstrates how attacks upon Critical Race Theory in education, the currency of critiques of microaggressions research, and the perennial difficulty to name racist violence on campus as hate crimes operate upon a logic of racism through bad faith.

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