Campus Racial Climate: A Litmus Test for Faculty Satisfaction at Four-Year Colleges and Universities

Victorino, Christine; Nylund‐Gibson, Karen; Conley, Sharon

doi:10.1353/jhe.2013.0037

Cited by 15 publications

(14 citation statements)

References 74 publications

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“…In CRT, the concept of racial realism helps to explain the influences of race and racism on IME academics daily interactions (Victorino et al 2013) the construction of current institutional policies which shape the experiences of minority ethnic academics (Morfin et al 2006), their career trajectories (Iverson 2007), and their opportunities for career success (Jackson 2008). Delgado (2001) articulates two concepts, racial materialism and racial idealism, as ways in which CRT scholars engage factors of race and racism within their analyses of events and present-day contexts.…”

Section: Racial Realismmentioning

confidence: 99%

“…Thus, the inability to dismantle White privilege by shifting White academics' perceptions of what counts as academically valuable, both in scholarship and human capital, speaks to the realities of racial idealism as a major barrier for minority ethnic academics (Hiraldo 2010; Hughes and Giles 2010; Savas 2014).Intersectionality: Experiences Impacted by Gender and SexualityIn the case of minority ethnic women, the intersections of race, gender and class dictate that they can face multiple oppressions in the Academy(Griffin and Reddick 2011;Pittman 2012;Sulé 2014). For example, structural intersectionality operates due to the fact that African American women tend to be concentrated in the lowest levels of Academia in the USA (McGee and Kazembe 2016), which may result in their reported lower levels of job satisfaction than African American men(Fries-Britt et al 2011;Victorino et al 2013).…”

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confidence: 99%

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International minority ethnic academics at predominantly white institutions

Bhopal

Chapman

2018

British Journal of Sociology of Education

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Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. Take down policy While the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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Section: Racial Realismmentioning

confidence: 99%

mentioning

confidence: 99%

International minority ethnic academics at predominantly white institutions

Bhopal

Chapman

2018

British Journal of Sociology of Education

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“…Complicating the picture still further are the often unremarked effects of implicit bias and lingering allegedly benevolent forms of discrimination (Broido et al 2015), which are sometimes harder to identify, but nonetheless have important negative effects 1 . Unsurprisingly, overall racial climate on campus has a particularly significant effect on satisfaction for faculty of color (Victorino, Nylund-Gibson, and Conley 2013).…”

Section: Job Satisfactionmentioning

confidence: 99%

Law School Climates: Job Satisfaction Among Tenured US Law Professors

Barnes

Mertz²

2018

Law soc. inq.

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In this article, we combine quantitative and qualitative methods to investigate why post‐tenure law professors of color and women professors within the US legal academy are differentially dissatisfied with their work lives. Previous social science research has indicated lingering difficulties for professionals from traditionally marginalized groups as they advance to higher levels. Post‐tenure law professors have been understudied relative to similar senior‐level professionals. Mixed methods allow us to isolate institutional structure and implicit cultural bias as key mediators of this dissatisfaction, converging on issues of respect, voice, and collegiality as crucial. We use the example of the legal academy to show how empirical research can shed important light on the realities of legal professionals—here, the faculty who are training the next generation of US attorneys. Following in the new legal realist tradition, we demonstrate the power of mixed empirical methodologies for grasping social realities pertinent to law.

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“…have categorically unique (and often negative) perceptions of their campus experiences (Beilke & Yssel, 1999;Brown, Clarke, Gortmaker, & Robinson-Keilig, 2004;Harper & Quaye, 2014;Rankin & Reason, 2005;Renn, 2010). The pattern of observing group-based differences in how one experiences the campus climate is evident among students (Allan & Madden, 2006;Pope & LePeau, 2012;Reid & Radhakrishnan, 2003;Sandler & Hall, 1986) as well as faculty and staff (Mayhew, Grunwald, & Dey, 2006;Sandler & Hall, 1986;Turner, 2002;Victorino, Nylund-Gibson, & Conley, 2013). The common conclusion across these bodies of research is that the relative quality of the campus climate has consequences for individuals embedded in the organization.…”

Section: Climate Diversity and Changementioning

confidence: 99%

University Leaders’ Public Advocacy: An Educational Asset in Creating Inclusive Climates

Barnhardt

Mollet

Phillips

et al. 2018

Teachers College Record: The Voice of Scholarship in Education

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Background While it may appear that university leaders’ public advocacy is somewhat punctuated in today's political environment, campuses have long been symbolic epicenters of civic discourse about contentious social issues in the United States. Scholarly discourse about university leaders’ advocacy has centered on when or how leaders have chosen to use it to facilitate productive interactions with political leaders and other strategic constituencies. Largely absent from these discussions is evidence detailing whether senior campus leaders’ public advocacy has any discernible effects on the campus climate and educational environment. Research Question In this analysis, we ask: Does public and vocal advocacy for educational values by senior campus leaders translate into cultivating a campus climate that corresponds to the values and messages being communicated in the leaders’ rhetoric? What, if any, educational impact results from campus leaders’ public advocacy? Research Design The quantitative data for this analysis come from the Personal and Social Responsibility Inventory (PSRI) that was developed through the Association of American Colleges and Universities’ (AAC&U) Core Commitments initiative. This campus climate survey consists of two parallel and largely parsimonious forms—one for students and one for professionals (faculty, instructors, and student and academic affairs administrators). Data were gathered in 2007. The sample consists of 10,693 responses, three-fourths of which were from students and the remaining one-fourth from professionals. We used OLS regression to generate a blocked model examining the effects of exposure to senior leaders’ public advocacy for particular educational values on the campus community's perception of the climate. Findings/Results Senior campus leaders’ public advocacy for educational values (citizenship, valuing diverse perspectives, moral and ethical conduct, and academic effort) operated as a positive resource for improving the campus climate for diversity. Frequent exposure to leaders’ advocacy for valuing diverse perspectives generated the largest effects on the extent to which the educational climate is viewed as one where faculty teach about the importance of considering diverse views, students are respectful when discussing controversial issues, and campus community members feel safe in holding unpopular positions on campus. Findings also revealed that the extent to which all campus community members felt safe to hold unpopular positions on campus declined when there was greater racial homogeneity among students, academic employees, and service and support employees. Conclusions/Recommendations When campus community members experienced sustained and frequent exposure to administrative leaders who publicly discussed educational values, a campus can expect to experience positive gains in aspects of the psychological, behavioral, and structural dimensions of the campus climate for diversity. This study also suggests that in order to create an environment where diverse discourse is more likely, campuses need to be attentive to the demographic composition across the entire organization, therefore seeking ways to cultivate compositional racial diversity among all members—students, academic employees, and service and support employees.

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Campus Racial Climate: A Litmus Test for Faculty Satisfaction at Four-Year Colleges and Universities

Cited by 15 publications

References 74 publications

International minority ethnic academics at predominantly white institutions

International minority ethnic academics at predominantly white institutions

Law School Climates: Job Satisfaction Among Tenured US Law Professors

University Leaders’ Public Advocacy: An Educational Asset in Creating Inclusive Climates

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