Homegrown Scholars: A Collaborative Autoethnography on Entering the Professoriate, Giving Back, and Coming Home

Autor/inn/en	Reyes, Nicole Alia Salis; Carales, Vincent D.; Sansone, Vanessa A.
Titel	Homegrown Scholars: A Collaborative Autoethnography on Entering the Professoriate, Giving Back, and Coming Home
Quelle	In: Journal of Diversity in Higher Education, 14 (2021) 4, S.480-492 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reyes, Nicole Alia Salis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000165
Schlagwörter	College Faculty; Minority Group Teachers; Hispanic Americans; Minority Serving Institutions; Autobiographies; Doctoral Programs; Reflective Teaching; School Community Relationship; Hispanic American Students; Teacher Student Relationship; Teacher Recruitment; Teacher Selection; Graduate Students; Career Choice; Teacher Researchers; Texas + Suchen Sie Ihr Suchwort? Fakultät; Hispanic; Hispanoamerikaner; Autobiography; Autobiografie; Autobiographie; Doktorandenprogramm; Hispanic Americans; Student; Students; Schüler; Schülerin; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrekrutierung; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Lehrerforschung
Abstract	In this collaborative autoethnography, 3 scholars of color, who were enrolled in the same doctoral program at a Hispanic Serving Institution located in South Texas between 2012 and 2017, engaged in systematic self-reflection through writing and dialogue to coconstruct meaning regarding the ways in which their interests in giving back through the professoriate intersected with their decisions to live and work in their hometowns. Conceptualizing giving back as an act of critical agency, transformational resistance, and active engagement in reciprocity, the authors identified five salient themes useful in understanding how their pathways to the professoriate also led them home. The author/participants began their academic careers in their home communities so that they could give back through broadly contributing to communal well-being, doing research responsibly, connecting with students who look like them, pushing back against the norms of the academy, and feeling grounded and supported. Findings provide valuable insight for institutions and administrators committed to recruiting, hiring, and supporting faculty of color. Author/participants also discuss useful strategies for graduate students of color to consider in their pursuit of a career in the academy. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01