Changing a Campus Climate for Minorities and Women

Henry, Wilma J.; Nixon, Harold L.

doi:10.1080/1066568940270308

Cited by 15 publications

(7 citation statements)

References 4 publications

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“…The problems cited by Mosely in 1980 were among the same concerns that several researchers identified as barriers facing Black women in academia in the 1990s. For example, among these recurring issues were the chilly and unwelcoming campus climate (Henry & Nixon, 1994), feelings of isolation and salary inequities (Bagilhole, 1994), competing personal and professional obligations (Leonard and Malina, 1994), and the fact that Black women faculty at PWIs "give more, receive less and burn out sooner" (Mobley, 1992, p. ). Unfortunately, the same types of concerns and issues identified in the 80s and 90s have persisted into the 21 st Century (Gregory 2001;Hughes & Howard-Hamilton, 2003;Nichols & Tanksley, 2004;Patitu & Hinton, 2003;Rosales & Person, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Black Women Employed in the Ivory Tower: Connecting for Success

Henry¹,

Glenn²

2017

Advancing Women in Leadership Journal

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The purpose of this article is to continue the dialogue regarding the impact of lack of critical mass and systemic racism on the success of Black women employed in higher education. While the literature suggests that it is essential for Black women to connect with one another in order to overcome the obstacles they face within the academy, the effects of systemic racism and their underrepresentation in the profession makes this recommendation extremely difficult to implement in some settings, and nearly impossible in others. Black feminist thought and critical race theory provide a theoretical framework for discussing innovative connective opportunities that promote the success of Black women working in higher education. Individual as well as institutional strategies are presented as a means to address the obstacles encountered by Black female faculty and staff in predominantly White institutions (PWIs). Implications for practice are discussed and recommendations for research are offered.

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Section: Literature Reviewmentioning

confidence: 99%

Black Women Employed in the Ivory Tower: Connecting for Success

Henry¹,

Glenn²

2017

Advancing Women in Leadership Journal

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“…Efforts have been made to improve the campus environment for women. Henry and Nixon (1994) discuss some of these efforts. Piercy, Giddings, Allen, Meszaros, and Joest (2005) introduced pilot programs to help improve the environment of all faculty members, particularly those of color.…”

Section: Previous Efforts To Improve Climatementioning

confidence: 99%

Does Work Environment Affect Faculty Health Scores?

Magel¹

2013

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This study investigates the relationship between self-reported health scores with work environment and various components of a women faculty score at a Research 1 University in the Midwest USA. The study examines the differences between male and female faculty responses in the various components making up the women faculty score and also gender differences in self-reported health scores and work environment scores. Differences between STEM and Non-STEM faculty are examined. A significant positive relationship is found between self-reported health scores and work environment controlling for gender. The study finds that the overall university work environment has a stronger relationship to faculty health than adequate gender ratio, women climate, and women leadership, even for women faculty. No significant differences in responses are found between STEM and Non-STEM faculty for women climate, women leadership, health scores, and work environment scores. Significant differences are found only in adequate gender ratio.

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“…More specifically, according to Jackson (2001b), "[a]dministrative diversity consists of two levels: (1) the number of administrators from underrepresented racial and ethnic groups who occupy administrative positions at colleges or universities; and (2) the types of positions occupied by administrators from underrepresented racial and ethnic groups at colleges and universities" (p. 4). The point of view that suggests administrative diversity is needed for institutions of higher education to support diversity goals on college campuses has been expressed by a number of researchers examining community colleges, technical colleges, as well as 4-year institutions (Bowen & Muller, 1996;Farmer, 1997;Henry & Nixon, 1994;Knowles & Harleston, 1997;Page, 2003). Thus, the present study sought to explore the concept of administrative diversity by examining the percentage of underrepresented racial and ethnic groups who were academic leaders in 1992, 1998, and 2003.…”

Section: Conceptual Foundationmentioning

confidence: 99%