&lt;em&gt;(Text)Mining Microaggressions Literature: Implications Impacting Black Computing Faculty&lt;/em&gt;

Payton, Fay Cobb; Yarger, Lynette Kvasny; Pinter, Anthony T.

doi:10.7709/jnegroeducation.87.3.0217

Cited by 12 publications

(3 citation statements)

References 10 publications

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“…Microaggressions verify that racial and gender discrimination are not maladies of the past and they still exist in the modern higher education (Johnson and Joseph-Salisbury, 2018). External factors and social conditions, such as microaggressions in educational settings, negatively impacted URM faculty's perceptions of their competence, sense of relatedness and belonging, and excluded them from formal and informal networking opportunities, causing failure in the institutional retainment of URM faculty, especially in STEM fields (Mountz, 2016;Payton et al, 2018;Ryan and Niemiec, 2009;Williams 2020). Assumptions of inferiority emanated from microaggression were also negatively correlated with job satisfaction (Carr, 2017) and research productivity (Zambrana et al, 2021).…”

Section: Theoretical Framework and Objectivesmentioning

confidence: 99%

Influence of Workplace Microaggressions on Engineering Female Faculty Motivation to do Research

Mardani

Stupnisky²

2023

icgr

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Negative and often unconscious beliefs about marginalised groups, including women and people of colour, sometimes manifest in discriminatory and degrading slights called microaggressions. Since most often microaggressions are in the form of subtle actions, unobtrusive comments, or humorous gestures, they are frequently overlooked as innocent and harmless, specifically to bystanders. However, their adverse effects on those on the receiving end are anything but innocuous, even if perpetrators are utterly unaware of their harmful comments or behaviours. Minorities and marginalized individuals often find microaggressions more harmful than blatant racism and discrimination. Six hundred and eleven STEM (Science, Technology, Engineering, Math) faculty from ten USA universities completed an online survey in the spring of 2021, of which 39% self-identified as Underrepresented Minority, URM, faculty. This study revealed that on average, URM women were 50% more susceptible to gender microaggressions, which correlated negatively with autonomy (having choice) and competence (being capable and effective), and positively with amotivation (lack of motivation). Case in point, 38% of them believed their opinions were overlooked in a group discussion because of their gender. Women with intersecting identities, such as women of colour, experienced both forms of gender and racial/ethnic microaggressions. They have experienced being ignored at work, being treated differently, and their opinion being overlooked based on their gender and/or their race/ethnicity. While detecting bias and microaggression and acknowledging their occurrence is crucial, taking deliberate and precise actions to disrupt and prevent them from re-occurring is even more pivotal. By realising the prevalence of discrimination and microaggressions towards underrepresented minority female faculty, and sharing insights into the complex and overarching race, ethnic, and gender relations among other social constructs, this study deepens our understanding of the challenges and barriers that this group has to grapple with. By adopting and creating effective institutional policies and professional training in support of diversity, inclusion, and cultural competency we can improve the experiences of URM faculty and positively impact their motivation and productivity.

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Section: Theoretical Framework and Objectivesmentioning

confidence: 99%

Influence of Workplace Microaggressions on Engineering Female Faculty Motivation to do Research

Mardani

Stupnisky²

2023

icgr

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“…Black faculty members make up only 7% of all full time post-secondary faculty in the United States (National Center for Education Statistics, 2022). Understandably, “increasing faculty diversity has become a priority at [many] universities and colleges across the United States” (Payton et al, 2018, p. 218). But recruitment can be difficult especially when faced with traditionally low retention rates for minority faculty (Alire, 2001) due to their experiences with racism at their institutions (Griffin et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Black Faculty Happiness: A Qualitative Ode to Black Faculty Voices, Success, and Retention at Predominantly White Research Universities

Louis

2023

Journal of Black Studies

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The author shares counter narratives of eleven Black faculty members, employed at predominantly white research universities in the United, States focusing on their experiences with happiness within their, academic role. The researcher builds the study advancing a more, nuanced view of the Black faculty experience. Counter storytelling was, specifically used to exhibit Black faculty members’ self-description of, happiness while affording them an opportunity to highlight experiences, which produced feelings of happiness. This narrative exploration serves, as a clarion call to Black faculty to recognize, embrace, and foster, components of their academic roles that yield happiness. The author, offers university leadership suggestions for the retention of Black faculty, and urges for a relentless striving for racially equitable environments.

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“…These Black faculty, who are inventors, theorists, educators, innovators, and dream-builders, serve as strong role models for minoritized students and workers in higher education science, technology, engineering, and mathematics (STEM) programs. Moreover, they maintain active research agendas while leading (and in some cases establishing) diversity programming in their fields (Corneille et al, 2019; Edwards & Ross, 2018; Payton et al, 2018). Due to their strong research commitments and visionary leadership, some Black STEM faculty have moved up the ranks of academia and into administrative positions.…”

mentioning

confidence: 99%

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

McGee¹,

Jett²,

White³

2022

Journal of Diversity in Higher Education

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Black engineering and computing faculty face a host of racialized professional barriers, yet some do assume positions in university administration. Black engineering and computing faculty who transition into administrators are dual science, technology, engineering, and mathematics trailblazers, in their disciplines and in university leadership positions. Informed by social capital theory, their pathways from engineering and computing faculty to administrators reveal their ambition to: (a) increase Black representation by assuming administrative roles; (b) effect change, particularly in terms of diversity and equity; and (c) dynamically support students, faculty and staff members, and other administrators. Black faculty who transition to administrative positions contribute to the university's overall mission and vision of diversifying the leadership team, but it signals a loss of a Black faculty member whose primary duty is to teach and train future Black computing and engineering students and postdocs. This study expands the use of social capital theory into the domain of higher education administration by examining Black engineering and computing administrators at Historically White Institutions and Historically Black Colleges/Universities who drew from racially affirming social capital to secure upward mobility. We found that robust social networks and participation in leadership training programs were key features of the path from engineering and computing faculty to administration. Recommendations for practice and future research are shared to contribute to Black engineering and computing faculty's pathways toward university administration and leadership.

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<em>(Text)Mining Microaggressions Literature: Implications Impacting Black Computing Faculty</em>

Cited by 12 publications

References 10 publications

Influence of Workplace Microaggressions on Engineering Female Faculty Motivation to do Research

Influence of Workplace Microaggressions on Engineering Female Faculty Motivation to do Research

Black Faculty Happiness: A Qualitative Ode to Black Faculty Voices, Success, and Retention at Predominantly White Research Universities

Factors contributing to Black engineering and computing faculty’s pathways toward university administration and leadership.

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