“…Women of color scholars are not recognized for their scholarly expertise because their research is not considered "real" scholarship (Hendrix 1998;Pittman 2010;Rubin 2001;Theodore 1986;Williams, Garza, Hodge, and Breaux 1999). All of this is underscored by gendered/racialized expectations for performance, priorities, and self-presentation (Agathangelou and Ling 2002;Hune 1998;Moses 1997;Nieves-Squires 1991;TuSmith and Reddy 2002). For example, administrators assume that women of color faculty want to represent and speak for the ethnic minorities on campus and take on more nurturing roles within the academy.…”
Section: Navigating the Terrains Of Single Motherhood As A Woman Of Cmentioning
confidence: 93%
“…Compounding the problem for women of color faculty is the social isolation, marginalization, and invisibility they experience (Agathangelou and Ling 2002;Sotello and Turner 2002;Stanley 2006) and the lack of support they are offered, an experience that Linda Christian- Smith and Kristine Kellor (1999, 88) claim they should come to expect. In fact, Bernice Sandler (1986, 13) writes that women of color faculty "are more likely than white women to be excluded from the informal and social aspects of their departments and institutions-sometimes by white women as well as white men."…”
Section: Navigating the Terrains Of Single Motherhood As A Woman Of Cmentioning
confidence: 95%
“…See also Anna Agathangelou and L. H. M. Ling (2002); Maria V. Balderrama, Mary T. Teixeira, and Elsa Valdez (2004); Lena W. Meyers (2002); Janice W. Smith and Toni Calasanti (2005); and Gloria D. Thomas and Carol Hollenshead (2001).…”
Section: Michelle Téllez Is An Interdisciplinary Scholar Who Teaches mentioning
Using the personal experience of a junior faculty member in a women's studies program as testimony, the article explores the numerous penalties that women of color in the academy endure during pregnancy, childbirth, and early child-rearing years. It highlights the sacrifices paid as a result of motherhood not being closeted. Based on gendered, racialized, and classed assumptions of who belongs in the academy, it argues that family-friendly policies that allow for faculty members to choose having both family and career are largely insufficient, nonexistent, or unmonitored. The article centers the lives and stories of the often invisible mothers of color in the academy to critique the misaligned rhetoric for diversity that exists within the universities they serve. It seeks to facilitate the inclusion of their voices and experiences in the reimagining and transformation of university culture, while focusing on several practices that could help shape this vision.
“…Women of color scholars are not recognized for their scholarly expertise because their research is not considered "real" scholarship (Hendrix 1998;Pittman 2010;Rubin 2001;Theodore 1986;Williams, Garza, Hodge, and Breaux 1999). All of this is underscored by gendered/racialized expectations for performance, priorities, and self-presentation (Agathangelou and Ling 2002;Hune 1998;Moses 1997;Nieves-Squires 1991;TuSmith and Reddy 2002). For example, administrators assume that women of color faculty want to represent and speak for the ethnic minorities on campus and take on more nurturing roles within the academy.…”
Section: Navigating the Terrains Of Single Motherhood As A Woman Of Cmentioning
confidence: 93%
“…Compounding the problem for women of color faculty is the social isolation, marginalization, and invisibility they experience (Agathangelou and Ling 2002;Sotello and Turner 2002;Stanley 2006) and the lack of support they are offered, an experience that Linda Christian- Smith and Kristine Kellor (1999, 88) claim they should come to expect. In fact, Bernice Sandler (1986, 13) writes that women of color faculty "are more likely than white women to be excluded from the informal and social aspects of their departments and institutions-sometimes by white women as well as white men."…”
Section: Navigating the Terrains Of Single Motherhood As A Woman Of Cmentioning
confidence: 95%
“…See also Anna Agathangelou and L. H. M. Ling (2002); Maria V. Balderrama, Mary T. Teixeira, and Elsa Valdez (2004); Lena W. Meyers (2002); Janice W. Smith and Toni Calasanti (2005); and Gloria D. Thomas and Carol Hollenshead (2001).…”
Section: Michelle Téllez Is An Interdisciplinary Scholar Who Teaches mentioning
Using the personal experience of a junior faculty member in a women's studies program as testimony, the article explores the numerous penalties that women of color in the academy endure during pregnancy, childbirth, and early child-rearing years. It highlights the sacrifices paid as a result of motherhood not being closeted. Based on gendered, racialized, and classed assumptions of who belongs in the academy, it argues that family-friendly policies that allow for faculty members to choose having both family and career are largely insufficient, nonexistent, or unmonitored. The article centers the lives and stories of the often invisible mothers of color in the academy to critique the misaligned rhetoric for diversity that exists within the universities they serve. It seeks to facilitate the inclusion of their voices and experiences in the reimagining and transformation of university culture, while focusing on several practices that could help shape this vision.
“…However, there are disadvantages as well. For example, when the instructor is minority, some students overestimate the amount of attention given to that person's status as a minority in the coverage of course topics (Simoni 1996) and may feel that the professor is too intense (Agathangelou and Ling 2002). One way to address this issue is to consider a coteaching situation when you believe that the course topics may raise personal and philosophical issues that could interfere with your ability to deal with 'hot-button' topics in the classroom with your students or more personally.…”
“…The second instance of the neoliberalization of the academy—the shift to students as consumers—is particularly dangerous for female faculty and faculty of color, as my colleagues and I have discussed elsewhere: A growing reliance on tuition‐generated revenue has led higher educational institutions to increasingly treat students as consumers, whom they strive to placate (Davis ). This situation is especially difficult for female professors of color who are confronted with students’ preexisting raced, classed and gendered understandings of what constitutes a ‘professor’ (Agathangelou and Ling ). These understandings often come to light in student evaluations, which institutions take more and more seriously given their increased dependence on tuition and their focus on student satisfaction.…”
Section: Rationalizing Profitability While Limiting Academic Freedommentioning
Anthropologists have paid increasing attention to neoliberalism in our research, yet we have been less willing to apply this lens to our own academic positioning and the ways these roles are shaped by privatization and market models. Lives and livelihoods in the American academy are increasingly determined by neoliberalism, and it is vital that we be both reflexive about and engaged around our positions within this project. This article explores the divides that separate various forms of academic labor (secure versus nonsecure, contract, etc.) as well as the raced and gendered implications of these tracks-in particular, the stark ways in which neoliberal transformations negatively affect women of color in the academy. [neoliberalism, academy, race, gender, contingent labor] RESUMEN Los antropólogos han prestado cada vez mayor atención al neoliberalismo en nuestra investigación, sin embargo, hemos estado menos dispuestos a aplicar este lente a nuestro propio posicionamiento académico, y a las maneras en que estos roles están moldeados por la privatización y los modelos del mercado. Las vidas y formas de subsistencia en la academia americana están cada vez más determinadas por el neoliberalismo, y es vital que seamos tanto reflexivos acerca de como comprometidos alrededor de nuestras posiciones dentro de este proyecto. Este artículo explora las divisiones que separan varias formas de trabajo académico (seguro versus no seguro, contrato, etc.) así como las implicaciones racializadas y de género de estas trayectorias-en particular, las formas severas en que las transformaciones neoliberales afectan negativamente a las mujeres de color en la academia. [neoliberalismo, academia, raza, género, labor contingente]
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