Why Are You Talking White? Code-Switching in Academia

Stewart, Justin T.

doi:10.1017/9781009064668.002

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Code‐switching occurs when people from historically marginalized groups alter how they present or express themselves to gain acceptance from others in dominant groups (McCluney et al., 2021; Stewart, 2022). Code‐switching may involve adjusting one's appearance, style of speech, behavior, and expressions to optimize the comfort of others in exchange for fair treatment, advancement, and employment opportunities.…”

Section: Introductionmentioning

confidence: 99%

Code‐switching 101: Black women counselor educators’ personal and professional identity development

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Cartwright

Hammonds

et al. 2023

Couns Edu & Supervision

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Section: Introductionmentioning

confidence: 99%

Code‐switching 101: Black women counselor educators’ personal and professional identity development

Crumb

Cartwright

Hammonds

et al. 2023

Couns Edu & Supervision

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“…Given this concerning and continued underrepresentation, mentorships in which a Black woman supervises a white woman may be limited and/or new. White mentees must recognize the power that comes with cultural capital and historical privilege to challenge the academic norms described by Hill Collins [13] that are maintained to present day [25], [33]. An abuse of privilege by white mentees must not be an obstacle to addressing the underrepresentation of WOC faculty.…”

Section: Discussionmentioning

confidence: 99%

“…The issue is its use in a workplace that most likely hasn't done the foundational work to process what the slave experience means to Black people in America. In a space where Black people are expected to code-switch and assimilate [25] to make most people comfortable, the trauma induced by the facilitator was unwarranted. The Black woman admitted the experience traumatized her, but she couldn't leave her job at the time since she needed the fiscal security it brought.…”

Section: How It Startedmentioning

confidence: 99%

“…I was the first Black woman hired in a department chair position in the almost 150-year history of the university. Despite that progress that was bragged about endlessly, race/ethnicity demographics were atrocious, and most members of the organization upheld systemically racist practices that added to the constant questioning of my credibility as a Black woman and to the failure of the organization to offer the institutional support I needed to be successful as a department chair [25], [27], [28].…”

Section: My Black Woman Perspectivementioning

confidence: 99%

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Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and Positionality

Ita,

Cox

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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In this reflection piece, we, a Black woman faculty and a white woman postdoc in a researchintensive College of Engineering, discuss our relationship in the context of cross-racial mentoring where our positionalities (distinguished professor and postdoc) do not follow racial power historically (Black and white, respectively) in the United States. We describe how our professional relationship began during inflection points for both the Black professor and white postdoc and during the turbulent national and global events occurring in the final months of 2020. Despite this, our mentorship quickly developed into one led by humanity and based on an understanding of intersectional feminism. We identify core components of our relationship in efforts to lay out a conceptual framework that can be useful by other such mentorships and to situate our experience in the broader literature. We describe how we use the elements of Dialogue, Sisterhood, and Agency / Accountability to navigate complex issues of power. We hope that this piece will invite discussion on how white women trainees can develop cultural competencies in their relationships with Black and other Women of Color mentors. Broadly, we aim to facilitate discussion in the Engineering Education community about how positionality and power can be acknowledged to grow cultural competencies of the historically privileged while simultaneously preventing inequities and injustices of leaders from historically harmed and excluded groups.

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Black Women Faculty Also Matter

Allie-Turco

2023

Stabilizing and Empowering Women in Higher Education

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The upheavals caused by the COVID-19 pandemic continue to affect the lives of faculty across the globe. Inasmuch as the pandemic brought profound levels of anxiety, loss, and turmoil, it also created an opportunity to address ineffective and unjust policies in academia. For Black women academics, reflections on the pandemic do not linger on the realignment, reinvention, and reinvigoration of their professional lives because alignment, invention, and invigoration as fully accepted peers in the academy have never existed for them. Instead, the opportunity now is for Black women faculty to step into a space that has never been fully accessible to them as professionals. The pandemic provided an opportunity to recognize pervasive and systemic inequalities for minoritized individuals and communities that have always been reflected in the academy and to create an environment of inclusion and empowerment for everyone. Reimagining academia as an inclusive environment means intentionally challenging racial stereotypes and promoting spaces where Black women faculty feel included and connected.

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Why Are You Talking White? Code-Switching in Academia

Cited by 3 publications

References 2 publications

Code‐switching 101: Black women counselor educators’ personal and professional identity development

Code‐switching 101: Black women counselor educators’ personal and professional identity development

Unexpected Accomplices: Effective Mentoring between a Black and White Woman Despite Historical Issues of Privilege, Power, and Positionality

Black Women Faculty Also Matter

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