Seeking Tenure While Black: Lawsuit Composite Counterstories of Black Professors at Historically White Institutions

Ward, LaWanda; Hall, Candace N.

doi:10.1080/00221546.2022.2082760

Cited by 8 publications

(6 citation statements)

References 37 publications

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“…This backlash would create a situation wherein Faculty of Color are criminalized for conducting the research they were initially hired by the university to do. Given the already longstanding racialized disparities in tenure and promotion (Ward & Hall, 2022), distractions from research work in a research-intensive HWI context does not easily support the case for tenure and promotion and makes it almost impossible for these faculty to thrive (Geggis, 2023).…”

Section: Commodifying and Devaluing Race: Racial Capitalism In Facult...mentioning

confidence: 99%

When Race Becomes Capital: Diversity, Faculty Hiring, and the Entrenchment of Racial Capitalism in Higher Education

Rodgers

Liera

2023

Educational Researcher

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Faculty hiring is an important dimension of diversity efforts across many postsecondary institutions. Many U.S. colleges and universities have released faculty job announcements establishing a demonstrated commitment to diversity, equity, and inclusion as a necessary criterion for applicants. This move is significant because it entrenches diversity as a commodity—an exchangeable good that universities value and are willing to pay for. This conceptual paper explores how underlying racialized cultures in academia incentivize People of Color to commodify their racial identity when participating in the faculty job market. By interrogating the racial character of capitalist exploitation, we expose how diversity imperatives shape the faculty hiring process at historically white institutions in ways that commodify, exploit, and devalue People of Color.

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Section: Commodifying and Devaluing Race: Racial Capitalism In Facult...mentioning

confidence: 99%

When Race Becomes Capital: Diversity, Faculty Hiring, and the Entrenchment of Racial Capitalism in Higher Education

Rodgers

Liera

2023

Educational Researcher

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“…Abdul‐Raheem (2016) explains that the underrepresentation of Faculty of Color in tenured positions results from institutionalized racism and the lack of cultural diversity in higher education because these individuals may not have the status, platforms, or positions to adequately advocate on behalf of their colleagues. A study presenting tenure and promotion denial lawsuits of Black professors against historically White institutions provided evidence of discrimination, but courts often fail to recognize social inequities (Ward & Hall, 2022). The findings of this study shed light on intersectional barriers to tenure attainment due to inadequate institutional support, divergence from policies, inconsistent guidelines, and problematic academic politics.…”

Section: Tenure and Promotion Guidelines And The Plight Of Early‐care...mentioning

confidence: 99%

“…The findings of this study shed light on intersectional barriers to tenure attainment due to inadequate institutional support, divergence from policies, inconsistent guidelines, and problematic academic politics. The authors called for more humanity‐affirming work environments and new approaches to tenure and promotion policies that are anchored in antidiscrimination or critical procedural justice (Ward & Hall, 2022).…”

Section: Tenure and Promotion Guidelines And The Plight Of Early‐care...mentioning

confidence: 99%

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

King

Upadhyay

2022

Science Education

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In this essay, we share historical and structural components of mentoring within institutions of higher education and grapple with technical and moral obligations of support. We argue for more humanizing approaches that embed personal, social, and cultural aspects of mentoring, and seek to disrupt the purposes of mentoring, and for whom? Using a critical approach, we promote justice-oriented and equity-driven models of mentoring that account for excessive teaching loads and service commitments for faculty at minority-serving institutions and Black and Brown faculty at predominantly White institutions. Current promotion and tenure publish or perish models neglect the intellectual and scholarly contributions made through teaching and service and therefore hold the same level of expectations for engagement in and dissemination of research. We share our own stories as Faculty of Color navigating institutional structures during the promotion and tenure process, while also negotiating incongruent cultures of our personal and professional lives. Furthermore, we address the need for mentoring and networking within exclusionary spaces to support the productivity and critical research agendas of Black and Brown faculty that often challenge the white heteronormative cultures of our institutions, professional organizations, peer-reviewed journals, and prestigious funding mechanisms. Implications of this essay include an acknowledgment of oppressive systems that early-career Black and Brown faculty often

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“…Higher education institutions were originally created by and for white men (Allen et al, 1991) and the legacy of that historical exclusion of Blackwomxn permeates higher education institutions. Therefore, gendered-race discrimination is embedded in higher education and play a historical role in the experience and professional advancement of Blackwomxn faculty (Griffin et al, 2013;Ward & Hall, 2022). We assert that the historical (mis)treatment of Blackwomxn is facilitated by controlling images of Blackwomxnhood and can be traced back to enslavement (Collins, 2000).…”

mentioning

confidence: 97%

“…We assert that the historical (mis)treatment of Blackwomxn is facilitated by controlling images of Blackwomxnhood and can be traced back to enslavement (Collins, 2000). Historical stereotypes and tropes of Blackwomxn are embedded in education institutions, and as Blackwomxn faculty navigate them, they encounter anti-Black gendered racism, marginalization, and discrimination (Ward & Hall, 2022;Ward et al, 2023). Our approach to examining the experiences of Blackwomxn faculty during COVID-19 is rooted in the belief that "for institutional change to be transformative, it must be approached intersectionally to actually advance racial equity" (Patton & Haynes, 2018, p. 12).…”

mentioning

confidence: 99%

Set Ablaze Yet Not Consumed: Tenure Seeking Blackwomxn and Black Feminist Pedagogical Approaches to Teaching and Mentoring during COVID-19

Raya Petty,

LaWanda W. M. Ward

2023

JAAWGE

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This study was designed to explore the personhood affirming approaches Blackwomxn faculty incorporate in teaching and mentoring Students of Color and the impact of COVID-19 on their efforts. Using a Black feminist perspective, we centered the pedagogical practices of Blackwomxn faculty to examine their unique experiences and interactions with Students of Color. Their narratives reflect how Blackwomxn faculty contribute worldviews that challenge Eurocentric, patriarchal and heteronormative pedagogical practices and how their approaches to teaching and mentoring demonstrate what we label as contemporary anti-slavery rebel behavior.

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Seeking Tenure While Black: Lawsuit Composite Counterstories of Black Professors at Historically White Institutions

Cited by 8 publications

References 37 publications

When Race Becomes Capital: Diversity, Faculty Hiring, and the Entrenchment of Racial Capitalism in Higher Education

When Race Becomes Capital: Diversity, Faculty Hiring, and the Entrenchment of Racial Capitalism in Higher Education

Negotiating mentoring relationships and support for Black and Brown early‐career faculty

Set Ablaze Yet Not Consumed: Tenure Seeking Blackwomxn and Black Feminist Pedagogical Approaches to Teaching and Mentoring during COVID-19

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