Coloring the Academic Landscape: Faculty of Color Breaking the Silence in                Predominantly White Colleges and Universities

Stanley, Christine A.

doi:10.3102/00028312043004701

Cited by 439 publications

(430 citation statements)

References 36 publications

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“…However, culture in the academe is not limited to peers/colleagues, it includes the student body as well. Stanley found when conducting a qualitative study that some of the biggest offenders of creating a hostile work environment for Black female engineering faculty were the students 19 . One participant recounted her experiences in the classroom with an anecdote of an engineering course where she states that, "[…] after I had explained a point in class, a [white] male student would attempt to explain the point again in a manner that suggested my explanation was incorrect" 19 .…”

Section: Experiencesmentioning

confidence: 99%

“…Stanley found when conducting a qualitative study that some of the biggest offenders of creating a hostile work environment for Black female engineering faculty were the students 19 . One participant recounted her experiences in the classroom with an anecdote of an engineering course where she states that, "[…] after I had explained a point in class, a [white] male student would attempt to explain the point again in a manner that suggested my explanation was incorrect" 19 . Turner confirmed these findings with a participant that talked about her experience of witnessing students allowing white male professors to go unchallenged despite presumed incorrect information 31 .…”

Section: Experiencesmentioning

confidence: 99%

“…Stanley explores the idea that culture created by colleagues in the academy can either contribute to the success of racial minority faculty or it can contribute to their departure from the academe 19 . This notion was confirmed by Jackson in a study that discovered that, "[… n]early one-fourth of the Black/Hispanic engineering faculty reported having experienced race discrimination" 29 .…”

Section: Experiencesmentioning

confidence: 99%

“…Mentoring has been identified as a tool necessary for academic achievement. Faculty of color often discus mentors that helped to shape them as scholars and educators 19 . A study conducted by Tillman discussed race and gender in mentoring relationships 20 .…”

Section: Part I African American Facultymentioning

confidence: 99%

“…Stanley centered research around not just barriers but included the mechanisms that aid in achieving success 19 . The largest and most consistent contributor to success was mentoring.…”

Section: Experiencesmentioning

confidence: 99%

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African American Women in the Academe: A Comprehensive Literature Review Through the Lens of Intersectionality

Ross¹,

Fletcher²,

Cox³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A first year Engineering Education doctoral student at Purdue University. Ms. Trina L Fletcher, Purdue University, West LafayetteTrina Fletcher is an Engineering Education doctoral student at Purdue University. Her research focus includes process excellence and total quality management (TQM) methodologies as a way to improve engineering related activities within industry and education. She is also interested in research around recruiting and retaining underrepresented minorities and women in STEM. Prior to Purdue, she spent time in industry holding technical and operations-based roles and has experience with informal STEM community and outreach projects. She holds a BS degree in Industrial Technology and a MS degree in Engineering Management. Hispanic student numbers rose from 3 percent to 13 percent, Asian/Pacific Islander students rose from 2 percent to 6 percent, and the percentage of Black students rose from 9 percent to 14 percent. However, the faculty demographic has not kept pace with the increase in URM enrollment. The percentage of URM faculty has remained flat over the last 20 years, hovering at just a little over 5 percent.Researchers, educators, and practitioners believe that in order for students to succeed academically, they need role models and mentors with whom they can identify. Racial and ethnic diversity has both direct and indirect positive effects on the educational outcomes and experiences of students. The campus climate improves when the diversity of the student population matches that of the faculty. Students from majority groups equally benefit from learning and exchanging ideas in a multicultural environment, offering a wider range of research and a broader representation of alternative perspectives. Therefore, the shift in American demographics over the next ten years changes the question from whether colleges and universities want to support diversity in their faculty distribution to how colleges and universities will accommodate this necessity.Thus, this is a review of the literature on one demographic in engineering academe, the African American woman. African American women are at the intersection of two of the most pervasive prejudices in this country: racism and sexism. This review will unveil some of the unique challenges African American female engineering faculty due to the intersectionality of race and gender. In order, to increase the numbers, the engineering education community must first fully understand the barriers these women face.

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Section: Experiencesmentioning

confidence: 99%

Section: Experiencesmentioning

confidence: 99%

Section: Experiencesmentioning

confidence: 99%

Section: Part I African American Facultymentioning

confidence: 99%

“…Stanley centered research around not just barriers but included the mechanisms that aid in achieving success 19 . The largest and most consistent contributor to success was mentoring.…”

Section: Experiencesmentioning

confidence: 99%

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