Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions
Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions
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女性教师和有色人种教师的认知排斥：理解学者贬值作为离职意向的预测因素
DOI：
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发表时间：
2021
影响因子：
3.1
通讯作者：
Sheila T. Brassel
中科院分区：
文献类型：
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作者：
Isis H. Settles;Martinque K. Jones;Nicole T. Buchanan;Sheila T. Brassel
教师多样性受到了研究人员和高等教育机构越来越多的关注，然而对于许多代表性不足的群体来说，教师的人口结构并没有发生实质性的变化。有几个障碍阻碍了女性和有色人种的保留，包括缺乏归属感、歧视、社会排斥和象征主义。知识排斥，根植于学科和基于身份的偏见的学术边缘化，理论上是这些教员保留的另一个障碍。本研究利用来自一所以白人为主的研究密集型机构的1341名终身教职员工的数据，研究了学术贬值（知识排斥的主要组成部分）对教职员工工作结果的影响。我们发现，女性和代表性不足的有色人种教师对学术贬值的看法更高。此外，学术贬值与更高的离开大学的意愿有关，而这种关系是由较低的工作满意度和较差的工作环境感知所中介的。值得注意的是，所有教师都发现了学术贬值的负面影响，而不仅仅是女性和有色人种。我们讨论了这些发现对保留边缘化教师和更广泛的高等教育机构的影响。
ABSTRACT Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in disciplinary and identity-based biases, is theorized to act as another barrier to the retention of these faculty. The present study examines the effect of scholarly devaluation, a primary component of epistemic exclusion, on faculty workplace outcomes using data from 1,341 tenure-track faculty from a predominantly White, research-intensive institution. We found that women and underrepresented faculty of color reported higher perceptions of scholarly devaluation. Further, scholarly devaluation was associated with higher intentions to leave the university and this relationship was mediated by lower job satisfaction and poorer perceptions of the workplace climate. Notably, the negative consequences of perceiving scholarly devaluation were found for all faculty, not just women and faculty of color. We discuss the implications of these findings for retaining marginalized faculty and for institutions of higher education more broadly.
影响因子：
5
作者：
Kessler, RC;Mickelson, KD;Williams, DR
通讯作者：
Williams, DR
提高服务不足社区的研究能力：密西西比社区研究员培训计划的形成性和总结性评估（第 1 组）。
影响因子：
5.2
作者：
Fastring,Danielle;Mayfield-Johnson,Susan;Funchess,Tanya;Green,Candice;Walker,Victoria;Powell,Georgette
通讯作者：
Powell,Georgette