Meeting to transgress

Abstract

Purpose The purpose of this paper is to examine the role faculty learning communities (FLCs), a common ADVANCE intervention, play in retention and advancement; and the ways in which FLC spaces foster professional interactions that are transformative and support the careers of women, underrepresented minority (URM) and non-tenure-track (NTT) faculty in research universities. Design/methodology/approach The authors employed a mixed methods case study approach set at a large, research-intensive institution, which had received an NSF ADVANCE grant to focus on issues of gender equity in the retention and advancement of STEM faculty. Land Grant University implemented retention and advancement efforts campus-wide rather than only in STEM areas, including five FLCs for women, URM faculty and NTT faculty. The primary sources of data were retention and promotion data of all faculty at the institution (including the FLC participants) and participant observations of the five FLCs for five years. Findings The analysis of retention and advancement data showed that participation in FLCs positively impacted retention and promotion of participants. The analysis of participant observations allowed the authors to gain insights into what was happening in FLCs that differed from faculty’s experiences in home departments. The authors found that FLCs created third spaces that allowed individuals to face and transgress the most damaging aspects of organizational culture and dwell, at least for some time, in a space of different possibilities. Research limitations/implications The authors suggest additional studies be conducted on FLCs and their success in improving retention and advancement among women, URM and NTT faculty. While the authors believe there is a clear professional growth and satisfaction benefit to FLCs regardless of their effect on retention and advancement, NSF and NIH programs focused on increasing the diversity of faculty need to know they are getting the return they seek on their investment and this line of research can provide such evidence as well as enhance the rigor of such programs by improving program elements. Practical implications FLCs offer higher education institutions a unique opportunity to critically reflect and understand organizational conditions that are not inclusive for groups of faculty. Professional interactions among colleagues are a critical place where academic and cultural capital is built and exchanged. The authors know from the authors’ own research here, and from much previous social science research that women, URM and NTT faculty often experience exclusionary and isolating professional interactions. FLCs should be created and maintained alongside other more structural and cultural interventions to improve equity for all faculty. Originality/value The study’s contribution to the literature is unique, as only a few studies have tracked the subsequent success of participants in mentoring or networking programs. Furthermore, the study reveals benefits of FLCs across different career stages, identity groups and position types (women, URM and NTT) and suggests the investment that many NSF-funded ADVANCE programs have made in funding FLCs has the potential to produce a positive return (e.g. more women and URM faculty retained).

Nepantleras‐in‐training: Using testimonios to unravel the tensions and transformative moments of YPAR

“…In many ways, third spaces, such as the YPAR classroom, can be considered counterspaces. Similar to third spaces, counterspaces offer restorative and psychological support where groups can imagine their liberation from oppressive forces (Littman, 2022; O'Meara et al, 2019). According to Case and Hunter (2012), counterspaces are settings that allow marginalized individuals to embrace their identities as they work against dominant narratives that have come to define their groups.…”

The power of peer networking for improving STEM faculty job applications: a successful pilot programme

“…Almost all these seminars and advice columns direct postdocs to solicit feedback from a wide circle of peers and mentors. However, non-white, LGBTQ+ and/or female individuals are more likely to lack access to the extensive circle of peers and mentors recommended [25][26][27][28][29][30][31]. As a result, these postdocs will struggle to receive the same level of feedback as those with large, supportive academic networks and may, therefore, struggle to bring their application materials to a competitive level.…”

“…Our Programme is designed to provide opportunities for postdocs and other early career researchers to give and receive substantive feedback on faculty applications as well as provide significant peer support and opportunities for networking and mentoring throughout the job application process. Together, increasing opportunities for professional development, community building and networking are essential to improving the retention of women and underrepresented minorities and increasing diversity and inclusion in STEM and academia [27][28][29]50,51].…”