Scholars of color turn to womanism: Countering dehumanization in the academy

Fraser-Burgess, Sheron; Warren-Gordon, Kiesha; Humphrey, David L.; Lowery, Kendra

doi:10.1080/00131857.2020.1750364

Cited by 5 publications

(6 citation statements)

References 34 publications

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“…This disillusionment leads to processes of self-definition, strategies for survival, and acts of resistance. Resistant acts include decoding racism, requiring respect, demonstrating assertive positive communication, and self-love (Casado Pérez, 2019; Fraser-Burgess et al, 2020; Lutz et al, 2013). Participants became strategically engaged in promoting inclusivity, while abstaining from activities that might promote marginalization.…”

Section: Everyday Resistancementioning

confidence: 99%

“…We aim here to explore the motivations inspiring faculty actions and the meaning-making that follow them. By doing this, we push back dehumanization complicit in minoritization and oppression (Fraser-Burgess et al, 2020) and present the deep personal investments and resiliency of minoritized faculty. In this article, we address:What motivates minoritized educators to resist institutional forms of oppression?What does this everyday resistance mean to minoritized educators?…”

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confidence: 99%

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Motivation and meaning in everyday resistance by minoritized faculty.

Pérez¹,

Roundtree²,

Pérez³

2023

Journal of Diversity in Higher Education

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We present the motivations and meaning-making processes bolstering minoritized faculty's daily efforts to disrupt institutional forms of oppression and imagine more equitable institutions. Through critical in-depth phenomenological interviewing (CIPI), we profile the experiences of minoritized faculty (N = 6) within the professional discipline of counselor education. Participants represented multiple racial identities, identified as cisgender men and women, and included diversity in sexual identity and ability. We utilize a critical race feminist (CRF) framework to analyze our findings and review the implications for institutional transformation.

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Section: Everyday Resistancementioning

confidence: 99%

mentioning

confidence: 99%

Motivation and meaning in everyday resistance by minoritized faculty.

Pérez¹,

Roundtree²,

Pérez³

2023

Journal of Diversity in Higher Education

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“…Claims of disproportionate service burdens have long been reported in the profession. In addition to well-documented assertions that departments, colleges, and universities are fraught with insult and degradation (Fraser-Burgess et al 2021;Rodríguez 2012), existing literature reveals the ways women academics and faculty of color are overrepresented on committees that involve more service than prestige and that advance neither their salaries nor academic careers (Alter et al 2020;Anonymous and Anonymous 1999; APSA Political Science in the 21 st Century 2011; Mitchell and Hesli 2013;Nair 2018). Take, for example, ad hoc committees on institutional diversity in the wake of George Floyd's death.…”

Section: George Floyd's Death and The 2020 Protestsmentioning

confidence: 99%

“…Thus, we cannot emphasize enough the importance of ally training. The stakes are high, especially when universities, through their practices and policies, are as complicit in injustice as are police departments and juries that refuse to acknowledge the humanity of people of color (Fraser-Burgess et al 2021). It is especially frustrating when departments and other academic units resist elevating the discourse and oppose efforts to remedy systemic inequalities.…”

Section: George Floyd's Death and The 2020 Protestsmentioning

confidence: 99%

Disproportionate Service: Considering the Impacts of George Floyd’s Death and the Coronavirus Pandemic for Women Academics and Faculty of Color

Simien

Wallace

2022

APSC

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This article focuses on disproportionate service burdens faced by women academics and faculty of color in higher education created by COVID-19 and the massive, multilocation street protests that followed George Floyd’s death. Our work aims to inform provosts, deans, directors, and other institutional actors in academia who recognize the need for documenting structural inequities and investing in high-impact, long-term solutions. Recommendations are offered to meet challenges, given the need to raise colleague awareness of disproportionate service burdens.

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“…We argue that ethics grounded in individualized responsibility (or left unarticulated) is a barrier to effective leadership. We propose deepening educational leaders’ engagement in caring through narrative ethics, primarily through engaging with Black womanist theory and traditions of African-American struggle for equity and justice (Bass, 2012; Fraser-Burgess et al, 2021; Green, 2004; Watson, 2018). We contend that the impulses for caring evident in school leaders, while often insufficient, can be built upon by critiquing the class-based and color-evasive conceptual grounding of caring and engagement.…”

Section: Introductionmentioning

confidence: 99%

Race-Conscious Caring for Anti-racist Leadership: A Narrative Ethics for Cultivating Communal Responsibility

Gunzenhauser

Flores

Quigley

2023

Journal of School Leadership

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Background -- Limited work has been done to integrate ethical leadership and anti-racist school leadership practice. Through narrative ethics, this paper links caring with race-consciousness to form a foundation for critical praxis. Purpose -- The authors address the limitations of caring leadership by arguing for a race-conscious narrative ethics that promotes communal responsibility for students, with specific attention to racialized and marginalized students. Research Design – This conceptual paper draws on caring theory, feminism, womanism, and culturally responsive leadership. The paper considers racism within a United States context, drawing from theory developed in additional contexts. Analysis – The paper builds from the limitations of caring theory and seeks alternative caring ethics from critiques and African-American historical struggles for sustainable and anti-racist praxis. Results -- The authors argue that predispositions toward caring among teachers and school leaders are insufficient for the project of anti-racist education because of uncritical assumptions of sameness, misplaced empathy, and the evasion of race and racism. The resulting impersonal caring reproduces racist power relations and reinforces standardized and competitive notions of responsibility for children, forestalling opportunities for collective action. Conclusions -- As an alternative to impersonal caring, the authors explore the possibilities of deepening leaders’ engagement in race-conscious caring through the significance of experience, the quality of caring relations, and the value of narrative ethics. A key implication is that race-conscious caring is necessary but insufficient for the work of anti-racism unless it informs changed practices, structures, and systems.

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Scholars of color turn to womanism: Countering dehumanization in the academy

Cited by 5 publications

References 34 publications

Motivation and meaning in everyday resistance by minoritized faculty.

Motivation and meaning in everyday resistance by minoritized faculty.

Disproportionate Service: Considering the Impacts of George Floyd’s Death and the Coronavirus Pandemic for Women Academics and Faculty of Color

Race-Conscious Caring for Anti-racist Leadership: A Narrative Ethics for Cultivating Communal Responsibility

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