The Truly Diverse Faculty

New Dialogues in American Higher Education
2014. Auflage 2014
ISBN: 978-1-137-45605-2
Verlag: Palgrave MacMillan Us

Buch, Englisch, 302 Seiten, Format (B × H): 142 mm x 218 mm, Gewicht: 5023 g

Reihe: Future of Minority Studies

Many universities in the twenty-first century claim "diversity" as a core value, but fall short in transforming institutional practices. The disparity between what universities claim as a value and what they accomplish in reality creates a labyrinth of barriers, challenges, and extra burdens that junior faculty of color must negotiate, often at great personal and professional risk. This volume addresses these obstacles, first by foregrounding essays written by junior faculty of color and second by pairing each essay with commentary by senior university administrators. These two university constituencies play crucial roles in diversifying the academy, but rarely have an opportunity to candidly engage in dialogue. This volume harnesses the untapped collective knowledge in these constituencies, revealing how diversity claims, when poorly conceived and under-actualized, impact the university as an intellectual work environment and as a social filter for innovative ideas.

Zielgruppe

Research

Autoren/Hrsg.

Fryberg, S.

Martínez, E.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungswesen: Organisation und Verwaltung
• Sozialwissenschaften Ethnologie | Volkskunde Volkskunde Minderheiten, Interkulturelle & Multikulturelle Fragen
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Schulen, Schulleitung Universitäten, Hochschulen
• Sozialwissenschaften Soziologie | Soziale Arbeit Soziologie Allgemein

Inhaltsverzeichnis

PART I: UNIVERSITY STRUCTURES AND THE PROFESSIONAL LIVES OF JUNIOR FACULTY OF COLOR 1. Constructed Strugglers: The Impact of Diversity Narratives on Junior Faculty of Color; Ernesto J. Martínez and Stephanie A. Fryberg Comment: Valuing the World, Valuing Diversity; Nancy Cantor and Kal Alston 2. Models of Success in the Academy; Victoria Plaut Comment; Kecia Thomas 3. Junior Faculty of Color in the Corporate University: Implications of Neoliberalism and Neoconservatism on Research, Teaching and Service; Nana Osei-Kofi Comment: Which Way Forward? The Corporate University as a Site of Contradiction; Michael Hames-García PART II: NEGOTIATING A NON-DIVERSE ACADEMY 4. On Being the Solo Faculty Member of Color: Research Evidence from Field and Laboratory Studies; Denise Sekaquaptewa Comment; Robert N. Shelton 5. Whiteness as Request; Phillip Atiba Goff Comment; Daniel Little 6. Mammy No More/Mammy Forever: The Stakes and Costs of Teaching Our Colleagues; Tiffany Willough-Herard Comment: Sister-Administrators in the Neoliberal Academy: Reflections of a Feminist-of-Color; Chandra Talpade Mohanty PART III: SPEAKING TO THE PIPELINE: EARLY MENTORSHIP, PREPARATION, AND PROFESSIONAL BARRIERS 7. Trusting Vulnerability: Mentoring Graduate Students of Color; John Riofrio Comment; James A. Larimore 8. Lanterns and Street Signs: Effective Mentoring for Greater Equity in the Academy; Monisha Bajaj Comment: Mentoring for Institutional Gain; Luis Fraga 9. Breaking Through the Associate Professor Glass Ceiling; Mari Castañeda and Michael Hames-García Comment: Slowing Down the Line; Carol Stabile

Über Autor(innen)

Kal Alston, Syracuse University, USA
Monisha Bajaj, University of San Francisco, USA
Nancy Cantor, Rutgers University, USA
Mari Castañeda, University of Massachusetts, Amherst, USA
Luis Fraga, University of Washington, USA
Phillip Atiba Goff, University of California, Los Angeles, USA
Michael Hames-García, University of Oregon, USA
James A. Larimore, New York University, Abu Dhabi, United Arab Emirates
Daniel Little, University of Michigan, USA
Chandra Talpade Mohanty, Syracuse University, USA
Nana Osei-Kofi, Oregon State University, USA
Victoria Plaut, University of California, Berkeley, USA
John Riofrio, College of William and Mary, USA
Denise Sekaquaptewa, University of Michigan, Ann Arbor, USA
Robert N. Shelton, Research Corporation for Science Advancement
Carol Stabile, University of Oregon, USA
Kecia Thomas, University of Georgia, USA
Tiffany Willoughby-Herard, University of California, Irvine, USA