Blatant, Subtle, and Insidious: URM Faculty Perceptions of Discriminatory Practices in Predominantly White Institutions
Blatant, Subtle, and Insidious: URM Faculty Perceptions of Discriminatory Practices in Predominantly White Institutions
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公然、微妙和阴险：URM 教师对以白人为主的机构中的歧视行为的看法
DOI：
10.1111/soin.12147
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发表时间：
2017
影响因子：
1.9
通讯作者：
R. Valdez
中科院分区：
文献类型：
--
作者：
R. Zambrana;A. H. Wingfield;Lisa M. Lapeyrouse;Brianne A. Dávila;Tangere L. Hoagland;R. Valdez
虽然在高等教育机构的非裔美国人，墨西哥裔美国人和波多黎各教师的数量略有增加，但代表性不足和保留的系统性问题仍然存在。本文描述了历史上以白色为主的机构中代表性不足的少数族裔（URM）教师如何看待歧视，并说明了歧视性机构做法（例如微攻击）的表现方式，并导致不受欢迎的机构氛围和工作场所压力。使用混合方法的方法，包括调查数据和个人和团体访谈，调查结果显示，受访者（n = 543）遇到同事和管理人员的种族歧视;基于他们的种族/民族和性别的不同经验的歧视;并报告在描述种族主义遭遇的困难。定性数据揭示了三个主题，为调查结果提供了关于歧视的信息：（1）公然，公然，微妙和阴险的种族主义;（2）同事和管理人员对学术贡献，优点和技能的贬低;（3）“代表少数群体”的负担，或“种族/民族税”。如何改变不友好的环境，创造专业发展的安全空间，以减少URM教师之间的歧视的不利影响的建议进行了讨论。
Although modest gains are observed in the number of African American, Mexican American, and Puerto Rican faculty in higher education institutions, systemic issues of underrepresentation and retention remain problematic. This article describes how historically underrepresented minority (URM) faculty in Predominantly White Institutions perceive discrimination and illustrates the ways in which discriminatory institutional practices—such as microaggressions—manifest and contribute to unwelcoming institutional climates and workplace stress. Using a mixed methods approach, including survey data and individual and group interviews, findings show that respondents (n = 543) encounter racial discrimination from colleagues and administrators; experience discrimination differently based on their race/ethnicity and gender; and report difficulties in describing racist encounters. Qualitative data reveal three themes that inform the survey results on perceived discrimination: (1) blatant, outright, subtle, and insidious racism; (2) devaluation of scholarly contributions, merit, and skillset by colleagues and administrators; and (3) the burden of “representing minorities,” or a “racial/ethnic tax.” Propositions for how to change unwelcoming environments and create safe spaces for professional development to reduce the adverse effects of discrimination among URM faculty are discussed.