‘Teaching while Black’: narratives of African American student affairs faculty
‘Teaching while Black’: narratives of African American student affairs faculty
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“黑人教学”：非裔美国学生事务教师的叙述
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Christopher Catching
中科院分区：
文献类型：
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作者：
Lori D. Patton;Christopher Catching
非裔美国教师历来在以白人为主的机构中代表性不足，并面临学术孤立、学术边缘化和种族敌意。在学生事务研究生项目中教授非裔美国教师的经历鲜为人知。本研究的目的是通过检查和利用他们的个人反叙述来关注他们的经历。这篇文章强调了经常影响他们经历的种族定性。我们采用定性的批判性种族分析，利用反叙事作为方法来阐明我们研究中13名非裔美国教师参与者的经历。
African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter‐narratives. This paper highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study.