scholarly journals An interpretative phenomenological analysis study of women faculty of color in a predominantly white institution

2019 ◽  
Author(s):  
Victoria J. Lam
Keyword(s):  
Predominantly White ◽  
Interpretative Phenomenological Analysis ◽  
Phenomenological Analysis ◽  
Faculty Of Color ◽  
Women Faculty ◽  
Predominantly White Institution ◽  
Analysis Study ◽  
White Institution ◽  
Women Faculty Of Color

Women Faculty of Color in a Predominantly White Institution: A Natural Support Group

2016 ◽  
Vol 40 (1-2) ◽  
pp. 148-155 ◽  
Author(s):  
Edna W. Comer ◽  
Catherine K. Medina ◽  
Lirio K. Negroni ◽  
Rebecca L. Thomas
Keyword(s):  
Predominantly White ◽  
Support Group ◽  
Faculty Of Color ◽  
Women Faculty ◽  
Predominantly White Institution ◽  
White Institution ◽  
Natural Support ◽  
Women Faculty Of Color

ADVANCE Scholar Program: enhancing minoritized scholars’ professional visibility

2019 ◽  
Vol 38 (3) ◽  
pp. 305-327 ◽  
Author(s):  
Adrienne R. Carter-Sowell ◽  
Jyotsna Vaid ◽  
Christine A. Stanley ◽  
Becky Petitt ◽  
Jericka S. Battle
Keyword(s):  
Predominantly White ◽  
Faculty Of Color ◽  
Women Faculty ◽  
Mentoring Program ◽  
Senior Faculty ◽  
Content Type ◽  
Eminent Scholar ◽  
Senior Faculty Member ◽  
The University ◽  
Women Faculty Of Color

PurposeThe purpose of this paper is to describe a mentoring program developed at a large predominantly white research university that was aimed at retaining and advancing women faculty of color. The ADVANCE Scholar Program pairs each scholar for two years with a senior faculty member at the university who serves as an internal advocate, and with an eminent scholar outside the university who helps the scholar gain prominence in their discipline.Design/methodology/approachThis paper offers a case study of the ADVANCE Scholar Program. The authors describe the intersectional approach to organizational change in this conceptual framework and provide a brief overview of the institution and precursors to the development of the Scholar program. The authors describe the program itself, its rationale, structure and participants in the program.FindingsOverall, the program generated a positive reception and outcomes, and the authors suggest that such a program has the potential to make a positive difference in making the university a more supportive place for a diverse professoriate and recommend it as a model for adoption at other predominantly white research universities.Practical implicationsBy publishing the operations and the outcomes of this faculty mentoring program, we expect to contribute broadly to a more supportive campus climate for a diverse professoriate. We have developed, implemented, and continue to study this successful model to retain minoritized faculty scholars in the professoriate.Social implicationsWomen faculty of color are often assigned to serve on committees to meet diversity objectives of the institution and are sought after by students of color from across the university, but this service is not considered. This program, the ADVANCE Scholar Program, pairs each scholar with a senior faculty member who serves as an internal advocate, and an external eminent scholar who guides the scholar in gaining national prominence. These efforts to retain and promote minoritized faculty scholars, altogether, have important implications on the pervasive issues affecting many members of academic communities at the individual, interpersonal and the institutional levels.Originality/valueThis case study provides an innovative strategy to tackle the lack of role models and the experiences of social isolation that occurs for women faculty of color with multiply marginalized status. Hence, women faculty of color benefit from a valuable, institutionally supported, university-wide mentoring program designed to increase diversity of minoritized faculty in the professoriate ranks.

NCOBPS Fifty Years

2020 ◽  
Vol 1 (1) ◽  
pp. 132-135
Author(s):  
William J. Daniels
Keyword(s):  
Predominantly White ◽  
Black Student ◽  
Personal Narrative ◽  
Fundamental Rights ◽  
The Political ◽  
Political Protest ◽  
Predominantly White Institution ◽  
Significant Events ◽  
White Institution ◽  
The 1960S

This personal narrative recounts the experiences of an NCOBPS founder, who discusses significant events in his life from student to faculty that motivated his professional journey, including his participation in the founding of NCOBPS. It reflects on what it meant to be a black student, and later, a black faculty member teaching at a predominantly white institution in the political science discipline in the 1960s. It also provides a glimpse into how the freedom movements shaped his fight for fundamental rights as a citizen. Finally, it gives credence to the importance of independent black organizations as agents for political protest and vehicles for economic and social justice.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

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