Restructuring the Master's Tools: Black Female and Latina Faculty Navigating and Contributing in Classrooms Through Oppositional Positions

Abstract

Employing critical race feminism, this article explores how black and Latina women faculty alter the teaching and learning environment at a predominantly white, research institution (PWI). The limited research on faculty of color at PWIs focuses on barriers to career success, yet places less emphasis on how these faculty negotiate barriers and facilitate structural change. Furthermore, higher education literature links faculty of color to a climate of inclusion, yet there is minimal empirical literature on how the presence of diverse faculty affects the well-being of campus communities. This study, then, aims to examine how black female and Latina faculty navigate and contribute to the classroom environment at a premier public institution. Though not mutually exclusive, the key findings from this qualitative study are that the participants navigate and contribute in two key ways: enacting legitimacy and employing equity-based pedagogy. Both strategies reflect oppositional positions, an awareness of being part of a socially marginalized group, combined with resistance against individual and collective subordination.In response to public angst about affirmative action practices in higher education, diversity has been heralded as a panacea. Research has established the value of diversity by showing how it positively affects problem solving skills, interracial interaction, civic engagement, intellectual self-confidence, complex thinking, and satisfaction (Antonio et al.. Despite evidence demonstrating the educational benefits of campus diversity, the literature on women of color faculty is replete with accounts of marginalization within the academy (L.

Student Reflective Literacy Practices and the Professional Development of Mexican American Women Post-Secondary Educators

“…Similar to previous research (Boyd et al, 2010;González, 2006;Hinojosa & Carney, 2016;Sulé, 2011), our study also highlighted the role that silence played in our careers as PSEs. In the second sub-theme, Personal experiences that Guide our Pedagogical Voices, Tamara felt silenced after a harsh student evaluation, which initially hindered her ability to use her voice in the classroom.…”

“…While masking of emotion has been indicated as an important means of survival and opposition for women of color in academia (Rodriguez 2006;Sulé, 2011), our findings align more with research by Nuñez et al (2010) in which Latina faculty noted that class discussions helped them recognize their own biases toward students and therefore improve their pedagogy.…”

“…Expressing/masking of emotions, however, did not emerge as prominently in this second theme. Voice and silence seemed to help both of us persist in our careers, which is supported in research as well (Boyd et al, 2010;Sulé, 2011). In the first sub-theme, Dealing with other Colleagues, Tamara discussed finding voice through her students' voices.…”

“…Expressing/Masking of emotions Sulé (2011) and Rodriguez (2006) both explored the voices of Latina and Black women doctoral students and faculty, with a focus on emotional expression. Within their research, the importance of masking or suppressing emotional expression emerged as both a means of survival and opposition related to the professional development of women of color in academia.…”

“…Contrarily, studies indicate that women of color experience being silenced and/or use silence as a form of resistance. In the literature, silence can be defined as staying verbally silent and/or decreasing presence at events within post-secondary education settings (Boyd, Cintron, & Alexander, 2010;Sulé, 2011). For example, faculty women of color may remain silent during faculty meetings or minimize their exposure to university events as ways of resisting oppressive academic environments (Boyd et al, 2010;Rodriguez, 2006) Although this type of silence may decrease their exposure to resources, it may also help them persist within their academic careers and maintain their research agendas (Boyd et al, 2010).…”