Working With Faculty of Color at a Predominantly White Institution: Challenging Whiteness and Model Minority Stereotypes

Nakamura, Mayuko

doi:10.1002/tl.20338

Cited by 3 publications

(2 citation statements)

References 23 publications

(25 reference statements)

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“…Largely our findings showcase the context of our doctoral education is deeply entrenched in global capitalism and white supremacy which creates a bind for minoritized and Black women doctoral students like us. Often our strongest sources of retention, our faculty mentors, are not able to provide healing and sacred space because they are bogged down with courses, administrative tasks, scholarship, and battling structural and interpersonal violence ( Chancellor, 2019;Comer et al, 2017;Nakamura, 2019;Nzinga, 2020), so we have to retain each other. Spirit and faith are rarely recognized in the academe yet are at the center of our retention practice.…”

Section: Discussionmentioning

confidence: 99%

Black Women Navigating the Doctoral Journey

Fries-Britt,

Turner Kelly

2023

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With the increasing focus on the critical importance of mentoring in advancing Black women students from graduation to careers in academia, this book identifies and considers the peer mentoring contexts and conditions that support Black women student success in higher education. This edited collection focuses on Black women students primarily at the doctoral level and how they have retained each other through their educational journey, emphasizing how they navigated this season of educational changes given COVID and racial unrest. Chapters illuminate what minoritized women students have done to mentor each other to navigate unwelcome campus environments laden with identity politics and other structural barriers. Shining a light on systemic structures in place that contribute to Black women's alienation in the academy, this book unpacks implications for interactions and engagement with faculty as advisors and mentors. An important resource for faculty and graduate students at colleges and universities, ultimately this work is critical to helping the academy fortify Black women's sense of belonging and connection early in their academic career and foster their success.

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Section: Discussionmentioning

confidence: 99%

Black Women Navigating the Doctoral Journey

Fries-Britt,

Turner Kelly

2023

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“…Within the Canadian context, Mohamed and Beagan (2019) assert that although Canadian post-secondary institutions "welcome diversity" they continue to operate from an institutionalized whiteness framework that is aligned with Eurocentric ideologies (p.340). Nakamura (2019) clarifies that these "Eurocentric" and "White-centric" ideologies act as the "norm" amongst post-secondary institutions and perceive all other cultures and people as "Others" through the legitimization of European based knowledge (p.50). Moreover, educational institutions situate White students to be ignorant about structural racism (Yeung, Spanierman & Landrum-Brown, 2013, p.17) by engulfing students within walls of whiteness to shield them from attacks on white supremacy (Brunsma, Brown & Placier, 2013, p.718).…”

Section: Whiteness In Academiamentioning

confidence: 99%

Disrupting Whiteness Within Academia: Examining the Experiences and Understanding of Whiteness Among White Students Attending Ryerson University

Gawron¹

2021

Preprint

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This narrative qualitative research study explored the experiences and understanding of whiteness from three full-time white students at Ryerson University (RU). The theoretical framework draws from Critical Whiteness Studies (CWS) and Critical Whiteness Pedagogy (CWP). Based on existing literature on whiteness, this study utilized semi-structured telephone interviews with the three participants. The participants were randomly selected through recruitment posting and flyers on social media outlets such as Facebook. Data analysis included a thematic and structure of the narratives of the participants. The findings provided insight into how these white students at RU define whiteness and how they understand whiteness demonstrated in academia and, lastly, whether they have perpetrated or fought against whiteness within their academic institution. The results indicate that whiteness is not easily defined, and academia is incorporating diverse perspectives. This paper concludes with implications and discussion on future social work, followed by the conclusion. Key words: Academia, Critical Whiteness Studies, Critical Whiteness Pedagogy, colonialization, gender, whiteness, white students,

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Mapping Solidarity, Liberation, and Activism: A Critical Autoethnography of Asian American Leaders in Counseling

Chan

Harrichand

Anandavalli

et al. 2021

Journal of Mental Health Counseling

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Researchers have documented the disproportionate amount of racism against Asian Americans and Pacific Islanders (AAPIs) and a wide swath of exclusionary leadership practices in professional contexts (e.g., higher education, academia, professional associations). AAPI leaders have been largely underrepresented in counseling leadership, higher education, and the broader profession. Due to stereotypes associated with the bamboo ceiling and the model minority, AAPI communities are overlooked for advancement and leadership opportunities while experiencing racial discrimination in a given context (e.g., workplace). However, AAPI leaders can draw from multiple pathways that instill liberation and leverage activism to sustain their footing in leadership spaces. Using an AsianCrit paradigm and critical collaborative autoethnography, seven Asian American counseling leaders explored their experiences with leadership to illustrate the cultural contexts that identified opportunities for solidarity, liberation, and activism. Findings culminated in four themes: (1) recognition; (2) embracing standpoint, social identities, and cultural heritage; (3) resisting through research, scholarship, and leadership; and (4) leaning on community.

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Working With Faculty of Color at a Predominantly White Institution: Challenging Whiteness and Model Minority Stereotypes

Abstract: This chapter describes the journey of the author, a foreign‐born Asian educational developer, in working with other faculty of color at a Predominantly White Institution.

Cited by 3 publications

References 23 publications

Black Women Navigating the Doctoral Journey

Black Women Navigating the Doctoral Journey

Disrupting Whiteness Within Academia: Examining the Experiences and Understanding of Whiteness Among White Students Attending Ryerson University

Mapping Solidarity, Liberation, and Activism: A Critical Autoethnography of Asian American Leaders in Counseling

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