Enact, Discard, and Transform: A Critical Race Feminist Perspective on Professional Socialization among Tenured Black Female Faculty

Autor/in	Sulé, Venice Thandi
Titel	Enact, Discard, and Transform: A Critical Race Feminist Perspective on Professional Socialization among Tenured Black Female Faculty
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 27 (2014) 4, S.432-453 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2013.780315
Schlagwörter	Critical Theory; Race; Feminism; Professional Identity; African American Teachers; Females; Tenure; Faculty; Socialization; Humanities; Social Sciences; Semi Structured Interviews; Research Universities; Teacher Attitudes; Teaching Experience; Whites; Social Bias; Educational Discrimination; Qualitative Research + Suchen Sie Ihr Suchwort? Kritische Theorie; Rasse; Abstammung; Feminismus; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Weibliches Geschlecht; Amtszeit; Beschäftigungsdauer; Academic Staff; Lehrkörper; Socialisation; Sozialisation; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Forschungseinrichtung; Lehrerverhalten; White; Weißer; Qualitative Forschung
Abstract	Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional socialization emanates from a legacy of race and gender exclusion. Thus, normative conceptualizations of professional development may not adequately address how Black women negotiate institutional cues to define their professorial role. The findings show that a three-prong model of engagement: enacting, discarding, and transforming institutional norms, comprised the participants' socialization process; agency played an important role in their career success. Implications for facilitating agency among Black female faculty and similarly situated groups are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10