scholarly journals Women of Color Faculty Reimagining Institutional Spaces During the COVID-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
Author(s):  
Patti Duncan ◽  
Reshmi Dutt-Ballerstadt ◽  
Marie Lo
Keyword(s):  
Predominantly White ◽  
Women Of Color ◽  
Faculty Of Color ◽  
Predominantly White Institutions ◽  
Work Environments ◽  
University Leadership ◽  
Public And Private ◽  
Domestic Spaces ◽  
White Institutions

As women of color faculty who have experienced challenges associated with hostile work environments within predominantly white institutions, we consider the ways that working remotely during COVID-19 offers transformative possibilities for reimagining our relationship to the academy. We discuss our embodied responses to institutional spaces that often marginalize faculty of color; how university leadership may be reimagined through a blurring of gendered, racialized lines of “public” and “private” (or institutional and domestic) spaces; and the possibility of healing from the trauma associated with oppressive workplaces and institutional betrayals.

Building Bridges

2015 ◽  
pp. 167-194
Author(s):  
Mahauganee Dawn Shaw ◽  
Modinat A. Sanni
Keyword(s):  
Black Women ◽  
Women Educators ◽  
Predominantly White ◽  
Women Of Color ◽  
Institutional Environment ◽  
Personal Narratives ◽  
Predominantly White Institutions ◽  
Institutional Settings ◽  
White Institutions ◽  
Black Women Educators

In this chapter, research on the roles of mentoring and cultural nourishment within the institutional environment is used to contextualize the personal narratives of two Black women educators. The narratives come from the authors—women who were formally educated in predominantly White institutions and informally educated in a variety of African-centered community and family settings—and are used to highlight lessons gleaned from the authors' experiences as women of color within predominantly White educational settings, both as students and employees. Examples are provided to reveal how those lessons now guide their current work interacting with and advocating for students of color in similar institutional settings.

Professor Beware: Liberating Faculty Voices of Color Working in Predominantly White Institutions and Geographic Settings

2020 ◽  
pp. 001312452093334
Author(s):  
Richard J. Reddick ◽  
Betty Jeanne Taylor ◽  
Mariama Nagbe ◽  
Z. W. Taylor
Keyword(s):  
African American ◽  
Predominantly White ◽  
Faculty Of Color ◽  
Predominantly White Institutions ◽  
Tenure Track ◽  
General Satisfaction ◽  
White Institutions ◽  
Communities Of Color ◽  
Tenure Track Faculty ◽  
Campus Politics

Predominantly White institutions (PWIs) have prioritized the recruitment of underrepresented faculty of color. For these faculty, initial excitement about a new position may give way to concerns about workload, support, and the presence of communities of color at the locale. Navigating promotion, campus politics, and negotiating welcoming spaces in the community are challenging for faculty and their loved ones. This study of mid-tenure-track faculty at a PWI conveys narratives of their institutional satisfaction 1 to 5 years after hiring. Participants shared general satisfaction with the community and departmental experiences, though African American participants reported less satisfaction in the community. All presented concerns about cultural taxation, the steadily rising bar for tenure, and a lack of clarity about promotion standards.

Examining Practices of Retaining Black Female Faculty and Staff in Independent Schools

2020 ◽  
pp. 002193472096703
Author(s):  
Shayna Marie Cooke ◽  
Kristina Bethea Odejimi
Keyword(s):  
Black Women ◽  
Predominantly White ◽  
Independent Schools ◽  
School Setting ◽  
Faculty Of Color ◽  
Predominantly White Institutions ◽  
Predominately White Institutions ◽  
Predominately White ◽  
White Institutions ◽  
Group Interviews

K12 Independent schools have historically struggled with attracting and retaining faculty of color within their communities. This paper aims to explore the experiences of faculty of color, specifically Black women, in predominately White institutions and offer practical solutions to creating safe and equitable spaces where these individuals can feel seen, heard, and valued. The research for this paper relies heavily on focus group interviews of Black women in an independent school setting. The following themes emerged from these interviews: Perceptions and Stereotypes, Negative Experiences, Obligation to Others, and Institutional Support. These themes highlighted participants’ personal stories and experiences within various predominantly White institutions across their careers. The startling experiences of these women show how far we still have to go in terms of designing truly inclusive spaces for all faculty to feel that they are valued and welcomed members of the community.

scholarly journals Double Punch to the Glass Ceiling: Career Experiences and Challenges of Ethnic Minority Female Athletic Directors

2021 ◽  
Vol 29 (1) ◽  
pp. 20-28
Author(s):  
Natalie M. Welch ◽  
Jessica L. Siegele ◽  
Robin Hardin
Keyword(s):  
Predominantly White ◽  
Ethnic Minority ◽  
Athletic Directors ◽  
Collegiate Athletics ◽  
Predominantly White Institutions ◽  
Leadership Identity ◽  
Collegiate Sports ◽  
Professional Networks ◽  
White Institutions ◽  
Semistructured Interviews

Women continue to struggle to reach senior-level leadership positions in collegiate sports, and ethnic minorities face the challenges due to their ethnicity as well. This research examined the experiences and challenges of ethnic minority women who are collegiate athletic directors at predominantly White institutions (PWIs). Semistructured interviews were conducted with eight participants using intersectionality as a theoretical framework. Three themes emerged from the data analysis: (a) intersectional challenges, (b) questions of competence, and (c) professional support. The women were continually battling the idea of having to prove themselves and negotiating the challenges of being an ethnic minority woman working in collegiate athletics. They credit their professional networks as a valuable resource during their career progression. The women noted that sexism was more prevalent in their experiences than issues related to their ethnicity. The masculine athletic director stereotype persists in collegiate sports, but the findings of this study can contest the notion of a standard leadership identity that has long been perceived as a White man.

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