Narrated Voices of African American Women in Academe

Holmes, Sharon L.

doi:10.2307/jthought.43.3-4.101

Cited by 8 publications

(9 citation statements)

References 29 publications

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“…All the scholars in our narrowed sample of 23 studies addressed representational and structural intersectionality by centralizing Black women as the subject, namely, as knowledge sources and producers. Scholars who centered Black women as sources of knowledge, such as S. L. Holmes (2001) and Sealey-Ruiz (2007, 2013), addressed representational intersectionality by treating Black women’s voices as legitimate and not taking said knowledge for granted.…”

Section: Resultsmentioning

confidence: 99%

“…Politicizing the research process also appeared to support these scholars in their decision to introduce the perspectives of Black women on their article’s first page, rather than filtering their experiences through a race or gender only discourse. For example, S. L. Holmes (2001) articulated her interest in the experiences of Black women faculty because she encountered so few like her in her doctoral studies.…”

Section: Resultsmentioning

confidence: 99%

“…Bailey and Miller (2015) also referenced the transformative power of connection and prompted institutional leaders to financially support queer women of color students and faculty, in ways that do not tokenize, organize, or use these networks as evidence of campus diversity. Still, there is an acknowledgment among these scholars (e.g., Chambers, 2011; Cobb-Roberts, 2011; Griffin, 2016; S. L. Holmes, 2001; Johnson-Bailey & Cervero, 1996; Musser, 2015) that the work of challenging intersectional subordination (i.e., the racist-sexist-ableist-classist-homophobic oppression endemic to higher education, and society alike) is part of a daily struggle for Black women inside and outside of the classroom, who are “simultaneously working to liberate” themselves (Bailey & Miller, 2015, p. 185).…”

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women’s Experiences in Higher Education

Haynes

Joseph

Patton

et al. 2020

Review of Educational Research

107

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Kimberlé Crenshaw’s scholarship on Black women has been the springboard for numerous education studies in which researchers use intersectionality as a theoretical framework; however, few have considered the possibilities of intersectionality as a methodological tool. In this literature synthesis, the authors (a) examined studies about Black women in higher education that had been published in the past 30 years to understand how those scholars applied intersectionality across Crenshaw’s three dimensions (i.e., structural, political, and representational) and (b) advanced a set of four strategies, arguably providing a guide for engaging “intersectionality methodology,” what the authors coin as “IM.” Implications for higher education research and social science research broadly are also presented.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women’s Experiences in Higher Education

Haynes

Joseph

Patton

et al. 2020

Review of Educational Research

107

View full text Add to dashboard Cite

show abstract

“…The findings suggest that the lived realities of intersectionality, specifically the interplay of race and gender, are potent in the narratives of the African American women. This assertion is supported in much of literature on African American women and progression in the academy; in short, race still matters (Brown, 2005;Diggs, Garrison-Wade, Estrada, & Galindo, 2009;Griffin, Bennett, & Harris, 2011;Hinton, 2010;Holmes, 2008;Jackson & Harris, 2007). This study also supports the assertion that, in some instances, attempts to examine the two identities of race and gender separately pose a challenge (Crenshaw, 1989;Zamani, 2003).…”

Section: Challenges To Progressionmentioning

confidence: 94%

“…The literature is replete with studies on the need for diversification in the academy (Holmes, 2008;Jackson & Harris, 2007;Madsen, 2006). However, few studies focus simultaneously on African American and White women's perceptions of the impact of race and gender on their journey experiences as college presidents.…”

mentioning

confidence: 99%

Pathway to the President:The Perceived Impact of Identity Structures on the Journey Experiences of Women College Presidents

Oikelome

2017

IJME

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This phenomenological study utilizes the framework of Intersectionality to explore the perceived impact of race, gender, and other identity structures on the journey experiences of seven White and six African American women college presidents. Findings suggest that while gender is becoming more peripheral, the interlocking tensions of race and gender often shape the journey experiences of African American women, with race appearing to be a salient factor. Despite challenges resulting from these social constructs, the women employed various strategies for navigating the presidential pipeline including mentorship, leadership development programs, and firm assurance of institutional fit.

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Demystifying mentorship: Tips for successfully navigating the mentor–mentee journey

Ocobock

Niclou

Loewen

et al. 2021

American J Hum Biol

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Background Quality mentorship is crucial for long‐term success in academia and overall job satisfaction. Unfortunately, formal mentorship training is lacking, and there is little recourse for failed mentor–mentee relationships. Methods We performed a literature review to understand the current state of mentorship research with a focus on: (1) what mentorship is and why it is important for success; (2) establishing mentor‐mentee relationships; and (3) the role of diversity, equity, and inclusion. Results From the literature review, we compiled a number of mentorship recommendations for individuals, departments, institutions, and professional associations. These recommendations focus on building a mentorship network, establishing formalized mentorship training, how to build a productive and mutually beneficial mentor–mentee relationship, and instituting a system of mentorship accountability. Conclusion We hope that by centralizing this information and providing a list of resources and actionable recommendations we inspire and encourage others to make meaningful changes in their approach to mentorship to create a more kind, caring, and equitable environment in which to conduct our work.

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Narrated Voices of African American Women in Academe

Cited by 8 publications

References 29 publications

Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women’s Experiences in Higher Education

Toward an Understanding of Intersectionality Methodology: A 30-Year Literature Synthesis of Black Women’s Experiences in Higher Education

Pathway to the President:The Perceived Impact of Identity Structures on the Journey Experiences of Women College Presidents

Demystifying mentorship: Tips for successfully navigating the mentor–mentee journey

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