Racial Privilege in the Professoriate: An Exploration of Campus Climate, Retention, and Satisfaction

Jayakumar, Uma M.; Howard, Tyrone C.; Allen, Walter R.; Han, June C.

doi:10.1353/jhe.0.0063

Cited by 76 publications

(18 citation statements)

References 36 publications

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“…Participants spoke about faculty being welcoming and about having the opportunity to be a model and mentor for students from underrepresented populations. This finding indicates the potential benefit that hiring underrepresented faculty may present for students who do not have access to mentors they identify with culturally (Jayakumar, Howard, Allen, & Han, ).…”

Section: Discussionmentioning

confidence: 99%

Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups

Cartwright

Avent-Harris

Munsey

et al. 2018

Couns Edu & Supervision

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The authors used transcendental phenomenology to explore the campus interview experiences and diversity concerns of counselor education faculty from underrepresented populations. Six themes were identified: issues of integrity, disappointment in the counseling profession, importance of authenticity, intersectionality of major identity markers, competence, and supportive experiences. Findings suggest that culturally competent search committees should be aware of biases and policies promoting institutional and systemic discrimination.

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Section: Discussionmentioning

confidence: 99%

Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups

Cartwright

Avent-Harris

Munsey

et al. 2018

Couns Edu & Supervision

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“…Finally, researchers have used CRT to expose how racism permeates the lived experience of people of color in higher education and to give voice to the experiences of those historically silenced and marginalized. Scholars have applied CRT to study the experiences of people of color within hostile campus racial climates, as well as the academic and psychological effects that result from such environments (e.g., Gildersleeve, Croom, & Vasquez, ; Gusa, ; Harper, ; Jayakumar, Howard, Allen, & Han, ; Museus, Ravello, et al., ; Smith, Allen, & Danley, ; Solórzano, ; Solórzano et al., ; Truong & Museus, ; Villalpando, ). As such, CRT has enabled postsecondary scholars in higher education to name racism as a systemic reality that shapes the experiences of people of color within postsecondary institutions (Ledesma & Solórzano, ).…”

Section: Racial Framework In Higher Educationmentioning

confidence: 99%

Racism and Racial Equity in Higher Education

Museus¹,

Ledesma²,

Parker³

2015

ASHE Higher Education Report

111

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“…Walter Allen's work at UCLA in higher education and organizational change suggests attention to institutional change is necessary in supporting faculty of color. More specifically, Allen and his colleagues address “The negative impact of the promotion and tenure process on retention and job satisfaction for faculty of color and White faculty speaks to the need to reform the traditional reward structure of the academy” (Allen et al 2002; Jayakumar, Howard, Allen, & Han, 2009, p. 557)…”

Section: Review Of the Researchmentioning

confidence: 99%

Faculty as undergraduate research mentors for students of color: Taking into account the costs

Schwartz

2012

Science Education

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This article is based on the findings of a 2‐year study that examined the nature of effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The study site was a large urban public college where three fourths of all incoming freshmen receive need‐based aid; and although not a historically Black college or university (HBCU), 85% are students of color. The college offers 2‐ and 4‐year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both a theoretical and methodological framework, this phenomenological study employed semistructured interviews, written surveys, and member checking to understand four paired faculty/student UR mentoring relationships over 2 years. The findings not only concur with the bulk of UR research, indicating UR's promise for addressing the low enrollment and retention rates of students of color in the STEM disciplines but also raise issues around the emotional, financial, and professional costs to UR faculty. It is these costs that are the focus of this article that concludes with ideas, for university and college administrators and all others concerned, about on how we might support faculty in UR's crucial work toward the goal of retaining students of color in STEM. © 2012 Wiley Periodicals, Inc. Sci Ed 96:527–542, 2012

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Racial Privilege in the Professoriate: An Exploration of Campus Climate, Retention, and Satisfaction

Cited by 76 publications

References 36 publications

Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups

Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups

Racism and Racial Equity in Higher Education

Faculty as undergraduate research mentors for students of color: Taking into account the costs

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