Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy
Smiling Faces and Colored Spaces: The Experiences of Faculty of Color Pursing tenure in the Academy
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笑脸与色彩空间：学院色彩系追求终身教职的经历
DOI：
10.1007/s11256-008-0113-y
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
René Galindo
中科院分区：
文献类型：
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作者：
Gregory A. Diggs;Dorothy F. Garrison;Diane Estrada;René Galindo
通过全面的文献综述，本文确定并讨论了招聘和保留有色人种教师的障碍。边缘化、种族主义和性别歧视表现为意想不到的障碍，是有色人种教师在成功获得终身教职过程中面临的一些障碍。根据这篇文献综述，我们进行了一项自学，介绍了四位有色人种教师在一个以白人为主的研究机构中获得终身教职的经历。这项研究的目的是分享三位初级有色人种教师在终身任职过程中的经验，以及一位在整个过程中非正式指导他们的终身有色人种教师的经验。本文重点介绍了一项更广泛研究的一个组成部分的发现：焦点小组讨论如何在教学、研究议程和服务中体现多样性的努力和活动。提出了四个主题：学术身份；面对多样性、指导和安全空间。讨论了这些发现对颜色保留和恢复能力的影响。就如何解决有色人种教师面临的问题向其他以白人为主的机构提出了建议。
Through a comprehensive literature review, this article identifies and discusses barriers to recruitment and retention of faculty of color. Marginalization, racism and sexism manifested as unintended barriers are presented as a few of the barriers faculty of color face in successfully navigating the tenure process. Informed by this literature review, we conducted a self-study that presents the experiences of four faculty of color navigating the tenure process in a predominately white Research Institution. The purpose of this study was to share the experiences of three junior faculty of color as they navigate the tenure process, and one tenured faculty of color who is informally mentoring them through the process. This article highlights the findings of one component of a broader study: focus group discussions about how diversity efforts and activities are subsequently evidenced in teaching, research agendas and service. Four themes are presented: Academic Identity; Confronting Diversity, Mentoring, and Safe Spaces. A discussion of the consequences of these findings on faculty of color retention and recruitment is included. Recommendations are made to other predominately white institutions on how to address issues facing faculty of color.