African Americans in the Political Science Profession

Ards, Sheila D.; Woodard, Maurice

doi:10.1017/s1049096500035502

Cited by 4 publications

(7 citation statements)

References 2 publications

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“…And, when departments do offer classes that discuss race and gender, they often focus on the work of a handful of scholars recognized in the discipline as opposed to the broad spectrum of scholarship on women and politics and Black politics. In contrast, while sexism is still a limiting barrier in academe, one of the reasons that historically Black colleges have been more successful in recruiting Black students into the field of political science (Ards and Woodard 1992, 253–5) is that the substance of their curricular offerings is directly relevant to the life experiences of Blacks. They also provide students an environment unfettered by the assumption of Black intellectual inferiority ubiquitous at White institutions, in which students can optimize their learning experiences, get equipped for graduate school, and find able mentors.…”

Section: Challenges Along the Pipelinementioning

confidence: 99%

“…The success of some institutions in recruiting and producing Black political scientists suggests that there are lessons to be learned that can be transformative for political science education. Historically, Howard and Atlanta universities have consistently been among the top producers of Black Ph.D.s (Ards and Woodard 1992, 253–5). More specifically, between 1996–2006 Howard and Clark Atlanta universities were the top two producers of Black Ph.D.'s in political science, generating 65 and 49 Black Ph.D.s, respectively, or 19.2% of total political science Ph.D.s awarded to Blacks (see Table 4).…”

Section: Challenges Along the Pipelinementioning

confidence: 99%

“…An important question to consider is that if HBCUs have a proven track record of recruiting, retaining, and producing Ph.D.s, then what can we learn from these institutions in terms of recruitment and retention? Also, certain historically White institutions, such as the University of Michigan-Ann Arbor (Ards and Woodard 1992), have been successful in recruiting and retaining Black scholars, which include women. Between 2002 and 2006, in fact, the University of Michigan-Ann Arbor, ranked second, behind Howard University, followed by third-ranked University of Maryland and fourth-ranked Clark Atlanta; notably, these four institutions (Howard, University of Michigan-Ann Arbor, University of Maryland, and Clark Atlanta) produced 60 of the 183, or almost 32.8% of, Black Ph.D.s awarded during this timeframe (see Table 4).…”

Section: Challenges Along the Pipelinementioning

confidence: 99%

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“Written, published, … cross-indexed, and footnoted”: Producing Black Female Ph.D.s and Black Women's and Gender Studies Scholarship in Political Science

Alexander‐Floyd

2008

APSC

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In an essay entitled “Variations on Negations and the Heresy of Black Feminist Creativity,” Black feminist Michele Wallace explores the difficulties of producing and presenting a “black female cultural perspective, which for the most part is not allowed to become written in a society in which writing is the primary currency of knowledge” (Wallace 1990, 54). Although she anticipates that some might find a defense of Black female cultural and political criticism “elitist,” she nevertheless remains, “convinced that the major battle for the ‘other’ of the ‘other’ [i.e., Black women] will be to achieve a voice, or voices, thus inevitably transforming the basic relations of dominant discourse. Only with these voices—written, published, televised, taped, filmed, staged, cross-indexed, and footnoted—will [Black women] approach control over [their] own lives” (66).

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Section: Challenges Along the Pipelinementioning

confidence: 99%

Section: Challenges Along the Pipelinementioning

confidence: 99%

Section: Challenges Along the Pipelinementioning

confidence: 99%

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“Written, published, … cross-indexed, and footnoted”: Producing Black Female Ph.D.s and Black Women's and Gender Studies Scholarship in Political Science

Alexander‐Floyd

2008

APSC

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“…Within the political science profession, African Americans continue to be underrepresented in the vast majority of predominantly white colleges and universities (Ards and Woodard 1992;Cross 1998;Geiger and Travis 1997). Rarely will one find more than one or two (if any) African Americans in political science departments on white campuses.…”

Section: Introductionmentioning

confidence: 99%

Mentoring and African-American Political Scientists

Alex‐Assensoh

Givens

Golden

et al. 2005

APSC

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One of the main goals of the Committee on the Status of Blacks (CSB) is to assess how well African-American political scientists are faring in the discipline. Given the nature of the academy, we believe an important element for success is effective mentoring. Our position is supported by the American Political Science Association (APSA) which established a Task Force on Mentoring in 2002 to address issues facing underrepresented groups within the profession. One of the initiatives is a Mentor Database designed to connect interested minority graduate students and minority faculty with political scientists who are willing to share their experiences and knowledge and give their advice and council to participants. The Committee is supportive of this initiative whose goal is to help underrepresented groups have satisfying professional careers.

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“…There are some studies-some even several decades old-calling urgent attention to concerns about the process of promotion to full professor (e.g., Ards & Woodard, 1992;Baldwin & Chang, 2006). This is not surprising, because many of the concerns affecting the tenure process continue to face faculty members once tenure is achieved and may even become exacerbated as they progress up the career ladder.…”

mentioning

confidence: 99%

The Possibility of Promotion: How Race and Gender Predict Promotion Clarity for Associate Professors

Kulp

Wolf‐Wendel

Smith

2019

Teachers College Record: The Voice of Scholarship in Education

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Background/Context The research on promotion to full professor is sparse. Research that does exist has largely emerged from single campuses and studies conducted through disciplinary associations. Extant studies strongly suggest the presence of equity issues in advancement throughout the academic pipeline. Our study uses cross-institutional results to offer analysis of and potential solutions for the problem. Purpose/Objective/Research Question We explore the extent to which tenured faculty members at four-year postsecondary institutions are clear about their prospects of being promoted to full professor and how their background characteristics, institutional characteristics, and satisfaction with various aspects of academic work predict their perceptions of promotion clarity. We are focused on whether cultural taxation in the form of heavy service and advis-ing—often associated with underrepresented minority faculty and women faculty—is a factor. We examine the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. Lastly, we focus on the structural elements of the academy to frame the topic, rather than focusing on individual agency. Population/Participants/Subjects This study uses data from the Collaborative on Academic Careers in Higher Education (COACHE) survey, a large, national study of postsecondary faculty. Our sample consists of 3,246 individuals who held full-time, tenured positions as associate professor at four-year institutions when they responded to the surveys between 2010 and 2012. The sample was roughly divided between males (54%) and females (46%), and most faculty were employed at research institutions (59%). The sample was predominantly White (82%). The characteristics of the associate professors in the sample are representative of the larger U.S. faculty population at the time of the survey. Research Design This quantitative study uses descriptive statistics to examine patterns in promotion clarity across various demographic and institutional characteristics. We examine how satisfaction variables intersect with perceptions of promotion clarity for associate professors. Then we conduct a series of linear regression analyses to explore the influence of predictors on associate professors’ sense of clarity about promotion. Conclusions/Recommendations Being unclear about expectations of promotion to full professor is clearly of concern to faculty members at four-year universities in the United States, but it is especially of concern to women. Satisfaction with service is a very important variable in predicting perceptions of promotion clarity. For all associate professors, working at certain types of institutions or in particular academic disciplines had an inverse relationship with promotion clarity. The factors associated with lack of clarity about promotion are more structural than individual.

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African Americans in the Political Science Profession

Cited by 4 publications

References 2 publications

“Written, published, … cross-indexed, and footnoted”: Producing Black Female Ph.D.s and Black Women's and Gender Studies Scholarship in Political Science

“Written, published, … cross-indexed, and footnoted”: Producing Black Female Ph.D.s and Black Women's and Gender Studies Scholarship in Political Science

Mentoring and African-American Political Scientists

The Possibility of Promotion: How Race and Gender Predict Promotion Clarity for Associate Professors

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