‘We need a woman, we need a black woman’: gender, race, and identity taxation in the academy

Hirshfield, Laura E.; Joseph, Tiffany D.

doi:10.1080/09540253.2011.606208

Cited by 178 publications

(129 citation statements)

References 25 publications

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“…For anyone not in the dominant group, merely surviving in academia is full of challenges, and developing ground‐breaking ideas may seem out of reach (Kennelly, Misra, & Karides, ). Often drawn into menial administrative support jobs, the disadvantaged members of academe lack the time and opportunities to make their mark, and may not be perceived as valuable communicators or idea‐makers (Hirshfield & Joseph, ; Social Sciences Feminist Network Research Interest Group, ).…”

Section: What Thwarts Opportunities For Disadvantaged Academic Powerbmentioning

confidence: 99%

Intellectual leadership and academic communities: Issues for discussion and research

Oleksiyenko

Ruan

2019

Higher Education Quarterly

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This paper re‐examines intellectual leadership in Higher Education by asking the following questions: What is intellectual leadership? Does intellectual leadership imply a position of formal authority and power? What patterns can be observed in the career paths of intellectual leaders? Does cumulative advantage in science automatically pave the way for intellectual leadership? What hinders women and minority scholars from taking on intellectual leadership in their epistemic communities? Drawing on discussions in the literature of the previous decade, the inquiry aims to re‐energise dialogue that is essential for resistance to anti‐intellectualism and proletarianisation in academe.

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Section: What Thwarts Opportunities For Disadvantaged Academic Powerbmentioning

confidence: 99%

Intellectual leadership and academic communities: Issues for discussion and research

Oleksiyenko

Ruan

2019

Higher Education Quarterly

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“…Because there are relatively few African American faculty members, those in academia often face several challenges within and outside the classroom (Holcomb-McCoy & Addison-Bradley, 2005). They are often asked to serve on committees, advise African American student groups, and shoulder emotional responsibilities of African Americans in their department (Griffin, Bennett, & Harris, 2011;Hirshfield & Joseph, 2012). In addition, these faculty members may face the effects of intersectionality based on both sex and race biases; this can be exacerbated if these faculty members are called upon to represent both African Americans and women (Collins, 2000;Evans & Cokley, 2008).…”

mentioning

confidence: 99%

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Haskins

Ziomek‐Daigle

Sewell

et al. 2016

Couns Edu & Supervision

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“…), we suggest undergraduate research programs make efforts to recruit more women faculty mentors and consider matching them with women undergraduate students. However, it must be recognized that mentoring additional undergraduates could become another responsibility placed upon already overburdened women faculty (Griffin & Reddick, ; Hirshfield & Joseph, ). Thus, besides involving more women mentors, program directors should strive to train men scientists to become more effective mentors for both men and women undergraduate students.…”

Section: Discussionmentioning

confidence: 99%

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

2018

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Undergraduate research is a high impact educational practice that encourages more women to engage in science. Few studies have focused on gender concordance between mentors and mentees within the context of summer undergraduate research programs, and none have linked gender concordance with student gains. Previous research has more often overlooked the faculty–postgraduate–undergraduate triad, focusing instead on the faculty–undergrad dyad. This study explores the effects of gender concordance among mentoring dyads and triads on student gains from summer research experiences. Using programmatic and evaluation data, bivariate analyses were conducted and generalized estimating equations were employed to examine effects of gender concordance in mentoring relationships on student gains. Results indicate that gender concordance within undergraduate mentee and faculty mentor dyads promoted the greatest student gains among the six categories of mentoring relationships studied, having postgraduate mentors for undergraduates suppressed student gains, and women benefited more than men from gender concordance in mentoring relationships. Considering the results, undergraduate research program staff should make efforts to recruit more women faculty mentors, consider matching them with women undergraduates, train men scientists so they can be effective mentors for women students, and provide high‐quality mentoring training opportunities for postgraduate mentors.

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‘We need a woman, we need a black woman’: gender, race, and identity taxation in the academy

Cited by 178 publications

References 25 publications

Intellectual leadership and academic communities: Issues for discussion and research

Intellectual leadership and academic communities: Issues for discussion and research

The Intersectionality of African American Mothers in Counselor Education: A Phenomenological Examination

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

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