Narratives of Black Women STEM Faculty: Breaking Barriers to Promote Institutional Transformation at Historically Black Colleges and Universities
Narratives of Black Women STEM Faculty: Breaking Barriers to Promote Institutional Transformation at Historically Black Colleges and Universities
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黑人女性 STEM 教师的叙述：打破障碍，促进传统黑人学院和大学的制度转型
DOI：
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
S. Luster
中科院分区：
文献类型：
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作者：
Anna K. Lee;Maya Corneille;K. T. Jackson;B. Banks;Sherrice V. Allen;R. Coger;M. Kanipes;S. Luster
传统黑人学院和大学（HBCUs）的女教师经历了许多障碍。HBCUs在推动种族平等方面的丰富历史往往超过了对性别平等的关注，种族和性别交叉的问题很少受到关注。本研究通过确定促进和抑制黑人女性STEM教师晋升的结构性因素，强调了HBCUs制度转型的必要性。采用生活访谈法对HBCU黑人女性STEM教师进行访谈（n=15）。与障碍相关的三个主要主题包括：(a)更有可能受到专业知识的质疑，(b)更努力工作的压力增加，以及(c)性别歧视、种族主义和性别种族主义。本研究通过关注未被充分研究的人群，即HBCUs的黑人女性STEM教师，扩展了现有文献中的研究。研究结果表明，为了推进制度转型的多样性、公平性和包容性目标，高校必须建立基础设施，包括对所有教师职业发展有利的支持。
Women faculty at Historically Black Colleges and Universities (HBCUs), experience many barriers. HBCUs’ rich histories of advancing racial equity have often outweighed a focus on gender equity, with issues at the intersection of race and gender receiving minimal attention. This study highlights the need for institutional transformation at HBCUs by identifying the structural factors that promote and inhibit Black women STEM faculty advancement. Interviews (n=15) were conducted with HBCU Black women STEM faculty using the Life Interview approach. The three major themes related to barriers included: (a) greater likelihood of having their expertise questioned, (b) increased pressure to work harder, and (c) sexism, racism, and gendered racism. This study expands upon existing research in the literature by focusing on an understudied population, Black women STEM faculty at HBCUs. Findings suggest that to advance institutional transformation diversity, equity, and inclusion goals, colleges and universities must establish infrastructures that include supports of benefit to the professional advancement of all faculty.