Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions

Settles, Isis H.; Jones, Mark S.; Buchanan, NiCole T.; Brassel, Sheila T.

doi:10.1080/00221546.2021.1914494

Cited by 72 publications

(61 citation statements)

References 80 publications

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“…One of the most problematic consequences of epistemic exclusion for institutions of higher education is the loss of talent (Settles, Jones, Brassel, & Buchanan, 2019). Faculty expressed a This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Research Question 3: Consequences Of Epistemic Exclusionmentioning

confidence: 99%

Epistemic exclusion: Scholar(ly) devaluation that marginalizes faculty of color.

Settles

Jones

Buchanan

et al. 2021

Journal of Diversity in Higher Education

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181

162

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Faculty of color experience a number of challenges within academia, including tokenism, marginalization, racial microaggressions, and a disconnect between their racial/ethnic culture and the culture within academia. The present study examined epistemic exclusion as another challenge in which formal institutional systems of evaluation combine with individual biases toward faculty of color to devalue their scholarship and deem them illegitimate as scholars. Using data from interviews with 118 faculty of color from a single predominantly White, research-intensive institution, we found that epistemic exclusion occurs through formal hierarchies that determine how scholarship is valued and the metrics used to assess quality, and through informal processes that further convey to faculty of color that they and their scholarship are devalued. In addition, there was variability in reporting these experiences by race, gender, nationality, and discipline. We found that faculty of color coped with epistemic exclusion by being assertive and by seeking validation and support outside the institution. Finally, participants described a number of negative work-related and psychological consequences of their epistemic exclusion. We discuss epistemic exclusion as a form of academic gatekeeping that impedes the recruitment, advancement, and retention of faculty of color and offer strategies to address this barrier.

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Section: Research Question 3: Consequences Of Epistemic Exclusionmentioning

confidence: 99%

Epistemic exclusion: Scholar(ly) devaluation that marginalizes faculty of color.

Settles

Jones

Buchanan

et al. 2021

Journal of Diversity in Higher Education

Self Cite

181

162

View full text Add to dashboard Cite

show abstract

“…About two out of five Latina/o/x scholars and three out of five Black scholars have faced some form of discrimination in their academic jobs ( Pew Research Center, 2018 ). Women of color are particularly subject to different forms of bias, as described in a large scale interview study ( Williams, 2014 ; see also; Chambers, 2011 ; Drame et al, 2012 ; Settles et al, 2021 ; Zimmerman et al, 2016 ). Focused effort will be required to make hiring and promotion equitable.…”

Section: Discussionmentioning

confidence: 99%

“…By the same token, they feel less valued and are more likely to leave academia when they feel their research is not recognized. Settles et al (2021) refer to this devaluation of scholarship as epistemic exclusion and find that it is a predictor of turnover intentions among women and faculty of color. Relatedly, a sense of not belonging fostered by a chilly climate and not being in the information loop characterized faculty of color (men and women) in a climate survey conducted at a large research-intensive university ( Zimmerman et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

Why so Few, Still? Challenges to Attracting, Advancing, and Keeping Women Faculty of Color in Academia

Tree

Vaid

2022

Front. Sociol.

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From its earliest beginnings, the university was not designed for women, and certainly not for women of color. Women of color in the United States are disproportionately under-represented in academia and are conspicuous by their absence across disciplines at senior ranks, particularly at research-intensive universities. This absence has an epistemic impact and affects future generations of scholars who do not see themselves represented in the academy. What are the barriers to attracting, advancing, and retaining women faculty of color in academia? To address this question we review empirical studies that document disparities in the assessment of research, teaching, and service in academia that have distinct implications for the hiring, promotion, and professional visibility of women of color. We argue that meaningful change in the representation, equity, and prestige of women faculty of color will require validating their experiences, supporting and valuing their research, creating opportunities for their professional recognition and advancement, and implementing corrective action for unjust assessment practices.

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“…These factors, which neglect faculty members' multiple social identities (and thus axes of power that shape their experiences) contribute to social isolation in academia and shape the nature of faculty and administrative work [39][40][41]. BIPOC faculty experience epistemic exclusion where their knowledge is devalued [42], which then has negative implications for faculty diversity [43]. BIPOC Faculty-and BIPOC women faculty in particular-are presumed incompetent [39], held to different standards, and endure higher levels of surveillance, scrutiny, and critique by white colleagues and students alike [11,[44][45][46][47].…”

Section: Intersectional Marginalizationmentioning

confidence: 99%

From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis

Vue

2021

Education Sciences

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While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)—that is, first-generation students who went on to become faculty and/or administrators—experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary for appreciating the complexity of FGF/A experiences and liberatory practices taking shape in higher education. Narrative analysis examining nine Black, Indigenous and People of Color (BIPOC) FGF/A oral histories reveal how stories of mattering and intersectional marginality are sites of communal praxis that aim to dislodge systems of power, including racism, classism, and patriarchy. This praxis involves validating the complexity of students’ academic and social lives and engaging vulnerability. The discussion encourages reflection of how communal praxis can be cultivated toward transforming the linked conditions of faculty and students.

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Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions

Cited by 72 publications

References 80 publications

Epistemic exclusion: Scholar(ly) devaluation that marginalizes faculty of color.

Epistemic exclusion: Scholar(ly) devaluation that marginalizes faculty of color.

Why so Few, Still? Challenges to Attracting, Advancing, and Keeping Women Faculty of Color in Academia

From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis

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