Introduction

Niemann, Yolanda Flores; Muhs, Gabriella Gutiérrez y; González, Carmen G.

doi:10.7330/9781607329664.c000b

Cited by 5 publications

(5 citation statements)

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“…Notable parallels are observed in recent literatures on marginalization along racialized and/or ethnic lines. This work highlights not just structured exclusion within academic spaces but also socioemotional and professional integration costs (e.g., Arnold, Crawford, and Khalifa 2016; Niemann, Gutiérrez y Muhs, and Gonzalez 2020; Zambrana et al 2017).…”

Section: Background Divergences and Implications For Inequalitymentioning

confidence: 97%

Mobility and Inequality in the Professoriate: How and Why First-Generation and Working-Class Backgrounds Matter

Roscigno

Lee

Hurst

et al. 2023

Socius: Sociological Research for a Dynamic World

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Social science research has long recognized the relevance of socioeconomic background for mobility and inequality. In this article we interrogate how and why working-class and first-generation backgrounds are especially meaningful and take as our case in point the professoriate and the discipline of sociology, – i.e., a field that intellectually prioritizes attention to group inequality and that arguably offers a conservative empirical test compared to other academic fields. Our analyses, which draw on unique survey items and open-ended qualitative materials from nearly 1,000 academic sociologists, reveal significant background divergences in academic job attainment, tied partly to educational background. Moreover, and especially unique and important, findings demonstrate significant consequences across several dimensions of inequality including compensation and economic precarity, professional visibility, and isolation at departmental, college or university, and professional levels. We conclude by highlighting how our discussion and results contribute in important ways to broader sociological concerns surrounding mobility, group disadvantage, and social closure.

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Section: Background Divergences and Implications For Inequalitymentioning

confidence: 97%

Mobility and Inequality in the Professoriate: How and Why First-Generation and Working-Class Backgrounds Matter

Roscigno

Lee

Hurst

et al. 2023

Socius: Sociological Research for a Dynamic World

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show abstract

“…As a result, universities today are often gendered and racialised organisations rife with structural inequalities despite explicit commitments to diversity, equity and inclusion (Kaiser et al. , 2013; Niemann et al. , 2020).…”

Section: Equity Inclusion Transparency and Performance Evaluationsmentioning

confidence: 99%

From mandate to co-create: leading the development of inclusive performance evaluation criteria

Smith,

Mendez,

Poe

et al. 2024

EDI

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PurposeAnnual performance evaluations of faculty are a routine, yet essential, task in higher education. Creating (or revising) performance criteria presents an opportunity for leaders to work with their teams to co-create evaluation metrics that broaden participation and minimise inequity. The purpose of this study was to support organisational leaders in developing equitable performance criteria.Design/methodology/approachWe adopted the “dual-agenda” dialogues training that draws on concepts of collective self-efficacy and intersectionality for department leaders to co-create annual review criteria with their faculty members at one university. We used qualitative and quantitative data to assess the training and conducted an equity audit of the resulting annual review criteria.FindingsSurvey results from faculty members and departmental leaders (n = 166) demonstrated general satisfaction with the process used to create new criteria, perceptions that their criteria were inclusive and optimism about future reviews. Those with greater familiarity with the dialogues process had more positive perceptions of the inclusivity of their department’s criteria and more positive expectations of future reviews. The examination of eight indicators of equity illustrated that the resultant criteria were transparent and holistic.Originality/valueThis study builds on the relatively little research on faculty members’ annual performance evaluations, focussing on inclusive dialogues that centre equity and diversity. Results highlight the value of providing department leaders with evidence-based tools to foster system-level change through equitable evaluation policies. A toolkit is available for adaptation of the “dual-agenda” leadership training to both co-create annual review criteria and improve equity and inclusion.

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“…On some committees, speaking up can feel particularly risky for faculty of color, and can have implications for psychological and physical health. As eloquently described by Michal Slocum (2020), battle fatigue is the result of the microaggressions themselves and the constant challenging of racism in daily faculty life. At MCU, all three authors have witnessed or heard stories of Black and Latinx faculty who have either left the institution or who disengage in order to survive.…”

Section: Governance At Mcumentioning

confidence: 99%

Decolonizing Faculty Governance at Hispanic Serving Institutions

Sosa

García

Bucher

2022

Journal of Hispanic Higher Education

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While there has been an emphasis within the Hispanic Serving Institution (HSI) literature on decentralizing university governance to allow for antiracist decision-making, there has been less focus on the lack of inclusive representation within faculty governance, particularly for historically excluded groups. Guided by testimonio as methodology and examples from our lived experiences within one small Catholic HSI, we offered five tenets of a decolonized faculty governance structure that democratizes faculty participation in decision-making at HSIs.

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Introduction

Cited by 5 publications

References 0 publications

Mobility and Inequality in the Professoriate: How and Why First-Generation and Working-Class Backgrounds Matter

Mobility and Inequality in the Professoriate: How and Why First-Generation and Working-Class Backgrounds Matter

From mandate to co-create: leading the development of inclusive performance evaluation criteria

Decolonizing Faculty Governance at Hispanic Serving Institutions

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