Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia

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

doi:10.7330/9781607329664

Cited by 61 publications

(39 citation statements)

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“…They also share a history of involuntary incorporation via slavery, colonization, or territorial acquisition, which delimited their economic and social opportunities. A substantial body of scholarship demonstrates the myriad ways in which URM professional groups experience discriminatory practices and the coping strategies they employ to manage these challenges (Brondolo, Halen, Pencille, Beatty, & Contrada, 2009; Chávez, 2011; Niemann, Gutiérrez y Muhs, & González, 2020; Williams, Lawrence, & Davis, 2019). However, few studies have examined the impact of these experiences on physical and mental well‐being among URM professionals.…”

Section: Introductionmentioning

confidence: 99%

Workplace stress and discrimination effects on the physical and depressive symptoms of underrepresented minority faculty

et al. 2020

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Evidence‐based research and interventions to address systemic institutional racism have never been more urgent. Yet, underrepresented minority (URM) professionals in research institutions who primarily produce that evidence have remained abysmally low for decades. This unique study of URM university professors assesses factors—vocational strain, role overload, discrimination, coping strategies—that contribute to health and well‐being, research productivity, and ultimately their retention in high impact research positions. We administered a web‐based survey assessing demographics, workplace stressors, perceived discrimination, life events, coping strategies, and physical and depressive symptoms. Study participants include 404 faculty of whom 254 are African Americans, 99 are Mexican Americans, and 51 are Puerto Ricans. Hierarchical regression analyses were employed to assess the associations between workplace stress, coping strategies, and symptoms. Results show that perceived discrimination, vocational strain, role overload, and life events directly affected physical symptoms, with self‐care (p < 0.001) moderating these effects. Vocational strain and life events had direct effects on depressive symptoms with self‐care (p < 0.05) and social support (p < 0.001) moderating these effects. Findings inform health care providers and university leaders about work stress and health conditions that may explain early morbidity and premature departures of URM faculty, and proffer institutional interventions to retain these faculty.

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Section: Introductionmentioning

confidence: 99%

Workplace stress and discrimination effects on the physical and depressive symptoms of underrepresented minority faculty

et al. 2020

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“…This requires constant self-reflection that is the core of intersectional pedagogy (Case, 2017a). Equity lenses grounded in intersectionality go beyond shallow diversity initiatives and allow for the incorporation of race, gender, class, citizenship, and other dimensions of identity in the allocation of resources to support students, faculty, and staff (Ahmed, 2012;Niemann et al, 2020).…”

Section: Centering Marginalized Voicesmentioning

confidence: 99%

“…The academy remains a site of unaddressed structural oppressions (Niemann et al., 2020), as increasingly narrow framings of the policies and goals of educational institutions negate how authority and hierarchies silence difficult discussions about racism, sexism, classism, and ableism. As academics, we are trained to examine society, but we are rarely encouraged to look inward and examine the institutions where we are educated and employed.…”

Section: Scholar‐activism: a Challenge To Neoliberalismmentioning

confidence: 99%

“…This neoliberal emphasis is now more evident during the COVID‐19 pandemic, as universities rush to reopen campuses to avoid loss of tuition, while putting faculty, staff, and students at risk (Yamey & Walensky, 2020). The inequitable effect of this implicit meritocracy is disproportionately borne by students and faculty of Color, women, LGBTQIA+, and others who are ignored, silenced, and pushed out (Gutizérrez y Muhs et al., 2012; Niemann et al., 2020).…”

Section: Scholar‐activism: a Challenge To Neoliberalismmentioning

confidence: 99%

“…Jen's long list of service activities, both internal and external to the university, is a familiar one for other Women of Color on the tenure‐track, as this emotionally taxing labor is lumped under service and framed as a personal choice to serve and mentor, rather than a sign of structural inequalities in the university that demands more labor from untenured faculty (Hanasono et al., 2019; Niemann et al., 2020). While diversity initiatives, new hires, committee work, and activism contribute to the perception of the university as a diverse and inclusive space, the structure of power and the academic expectations within the university often remain unchanged.…”

Section: Critical Themesmentioning

confidence: 99%

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Tempered radicalism and intersectionality: Scholar‐activism in the neoliberal university

Richter

Faragó

Swadener

et al. 2020

Journal of Social Issues

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Using a collaborative critical personal narrative methodology grounded in intersectionality, we interrogated tensions in identifying ourselves as tempered radicals and scholar-activists who were involved in a local universitycommunity activist organization. We assert the value of informal activist spaces within the university and identify issues related to the lack of recognition of scholaractivism as legitimate scholarship, including the paradox of universities as colonizing and liberatory spaces for community engagement and activism. Our themes highlight how mentorship affects scholar-activism and how activism transforms and disrupts the neoliberal university. Yet, activism is rendered invisible, making homeplaces for scholar-activism critical for students, faculty, staff, and the community to address structural inequalities within and outside of the university. We conclude with recommendations to improve mentorship for scholar-activists, to revise tenure and promotion policies to include scholar-activism, and to recognize spaces within the academy that honor scholar-activism as a critical form of praxis informed by intersectionality. We employed a collaborative critical personal narrative methodology to interrogate the structural and systematic inequalities we experience as scholar-activists (Collins & Bilge, 2016; Crenshaw, 1989; Moraga & Anzaldúa, 1981). Using intersectionality, we locate spaces and moments where power dynamics around class, race, and gender are necessary to transform higher

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Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars

Kim,

Lee

2024

TESOL Journal

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This duoethnography traces two transnational woman teacher‐scholars' translanguaging pedagogies for equitable language and literacy education. Research on translanguaging has highlighted how lived experiences of transnational language and literacy educators crucially shape their language ideology, and professional identities and pedagogical practices (Motha et al., 2012). Extending this discussion, this duoethnography (Lawrence & Lowe, 2020; Norris & Sawyer, 2012) details how material and ideological conditions, along with our lived experiences, shape teachers' orientation to and enactment of translanguaging pedagogies. Through narratives and dialogue, the authors found that their translanguaging has intersected with their gendered and racialized positionalities in their own locale, and these experiences shape their translanguaging praxes. The authors argue that enacting translanguaging pedagogies necessitates teachers' reflexivity on their unequal lived experiences of varied language and literacies from their positionalities, and negotiation with material and ideological constraints. They conclude by suggesting implications for fellow teachers and teacher educators.

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Presumed Incompetent II: Race, Class, Power, and Resistance of Women in Academia

Cited by 61 publications

References 0 publications

Workplace stress and discrimination effects on the physical and depressive symptoms of underrepresented minority faculty

Workplace stress and discrimination effects on the physical and depressive symptoms of underrepresented minority faculty

Tempered radicalism and intersectionality: Scholar‐activism in the neoliberal university

Translanguaging with gendered and racialized bodies: A duoethnography of two transnational Asian women teacher‐scholars

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