"Where Is Our Space within This Ivory Tower?" The Teaching Experiences of Black Women Faculty in Education Programs

Autor/inn/en	Ferguson, Tomika L.; Berry, Risha R.; Collins, Jasmine D.
Titel	"Where Is Our Space within This Ivory Tower?" The Teaching Experiences of Black Women Faculty in Education Programs
Quelle	In: Journal of Research on Leadership Education, 16 (2021) 2, S.140-157 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ferguson, Tomika L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-7751
DOI	10.1177/19427751211002229
Schlagwörter	African American Teachers; Women Faculty; College Faculty; Teaching Experience; Graduate Study; Identification (Psychology); Feminism; Culturally Relevant Education; Teacher Role; Teacher Responsibility; Barriers; Teacher Leadership; Leadership Styles; Racial Composition; College Environment; Resistance (Psychology); Graduate Students; Whites; Minority Group Students + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Feminismus; Lehrerrolle; Lehrverpflichtung; Lehrerfunktionsstelle; Führungsstil; Hochschulumwelt; Resistenz; Graduate Study; Student; Students; Studentin; White; Weißer
Abstract	Black women faculty represent a small percentage of full-time faculty in higher education and are often invisible, marginalized, and expected to perform duties beyond teaching, research, and service. Yet, their success in higher education positions them as possibility models for change on their campuses. The purpose of this study is to investigate the experiences of three Black women faculty who teach in graduate education programs. Specifically, we examined how teaching using culturally relevant practices may cause Black women faculty to negotiate their identity within higher education organizational structures. Using a theoretical framework informed by Black feminism and the Culturally Relevant Leadership Learning Model, three salient themes were identified: roles and responsibilities, resistance, and limitations within the academy. Implications for practice include the creation of identity specific support for Black women faculty and attention be given to faculty and student readiness prior to engaging in culturally relevant practices beyond critical self-reflection. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01