Entertainers or Education Researchers? The Challenges Associated with Presenting While Black

Autor/inn/en	McGee, Ebony O.; Kazembe, Lasana
Titel	Entertainers or Education Researchers? The Challenges Associated with Presenting While Black
Quelle	In: Race, Ethnicity and Education, 19 (2016) 1, S.96-120 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2015.1069263
Schlagwörter	Educational Researchers; African American Teachers; Teacher Researchers; Higher Education; Racial Bias; Stereotypes; College Faculty; Teacher Attitudes; Conferences (Gatherings); Public Speaking; Coping; Qualitative Research; Phenomenology; Interviews; Content Analysis + Suchen Sie Ihr Suchwort? Erziehungswissenschaftler; Erziehungswissenschaftlerin; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Lehrerforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Racial discrimination; Rassismus; Klischee; Fakultät; Lehrerverhalten; Vortrag; Bewältigung; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Inhaltsanalyse
Abstract	How black faculty experience presenting their research in educational venues within the context of historical objectification of black people as sources of entertainment is an underexplored topic in higher education research. Presenting research has far-reaching implications for black academics' advancement, such as future employment and opportunities for research collaboration. Thus, how black faculty are perceived while presenting has significant implications for their career trajectories. This study is concerned with understanding how black higher education faculty perceive, interpret, and respond to how they are perceived while presenting within a context of racialized academic scrutiny. Thirty-three black professors were interviewed about their participation in a number of presentation contexts, including national conferences, symposia, and campus job talks. Study participants discussed encountering multiple layers of racial stereotyping and bias, and also how their keen racial awareness enabled them to develop strategic coping mechanisms to manage audience reactions. These strategies also represented the self-sacrifices they made that altered their racial identities. By examining black faculty members' struggles to be valued personally and professionally in white-dominated academic sites, the study findings can enrich critical interpretations of racism in higher education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01