Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More

Autor/in	Woodley, Xeturah Monique
Titel	Black Women's Faculty Voices in New Mexico: Invisible Assets Silent No More
Quelle	(2014), (252 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, New Mexico State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-3946-7
Schlagwörter	Hochschulschrift; Dissertation; Females; African American Teachers; Women Faculty; College Faculty; Semi Structured Interviews; Teacher Attitudes; Beliefs; Experience; Social Theories; Critical Theory; Race; Racial Bias; Work Environment; Whites; Minority Group Teachers; Coping; New Mexico + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Weibliches Geschlecht; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Fakultät; Lehrerverhalten; Belief; Glaube; Erfahrung; Gesellschaftstheorie; Kritische Theorie; Rasse; Abstammung; Racial discrimination; Rassismus; Arbeitsmilieu; White; Weißer; Bewältigung
Abstract	There continues to exist a lack of Black women faculty at institutions of higher education (Moses, 1989; Collins, 1991; Gregory, 2001). Although we can see an increase in the number of research projects focused on Black women faculty there still remains a significant gap in the research (Glover, 2006; Foster-Williamson, 2002; Thomas & Hollenshead, 2001; Ramsey, 1998). This gap in the research is even more pronounced for Black women faculty at New Mexico's higher education institutions. The purpose of the study is to examine the experiences of Black women educators in New Mexico's institutions of higher education through semi-structured interviews, in the form of a two-interview series, in order to understand the beliefs, values, and educational experiences that have influenced them as educators. Ten (10) Black women educators employed in New Mexico's higher education institutions participated in this study. Black Womanist Theory and Black Critical Race Theory provided the theoretical framework for the analysis of the participants' stories. The three findings were: 1. The normalization of White Supremacy within higher education creates racially hostile environments for Black women, and other minority, educators; 2. Black women educators in New Mexico hold epistemological privilege with strategies for navigating systems of oppression within higher education; 3. Black women educators are choosing to value the "strong Black woman" image that their mothers modeled for them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01