Early Career Faculty of Color and Promotion and Tenure: The Intersection of Advancement in the Academy and Cultural Taxation

Autor/inn/en	Guillaume, Rene O.; Apodaca, Elizabeth C.
Titel	Early Career Faculty of Color and Promotion and Tenure: The Intersection of Advancement in the Academy and Cultural Taxation
Quelle	In: Race, Ethnicity and Education, 25 (2022) 4, S.546-563 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guillaume, Rene O.) ORCID (Apodaca, Elizabeth C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
DOI	10.1080/13613324.2020.1718084
Schlagwörter	Beginning Teachers; College Faculty; Minority Group Teachers; Faculty Promotion; Tenure; Taxes; Cultural Capital; Faculty Workload; Teacher Motivation; Teacher Student Relationship; Critical Race Theory; Teacher Attitudes + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Fakultät; Amtszeit; Beschäftigungsdauer; Abgabe; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten
Abstract	This qualitative study examined how early career faculty of color in higher education departments of educational leadership and administration across the United States were able to manage the cultural taxation associated with faculty service and achieve promotion and tenure. In the U.S., receiving academic tenure promises faculty both academic freedom and job security. This study utilizes cultural taxation as a theoretical framework to explore how faculty of color navigated service demands at their institutions. Three commonalities were found among participants: (1) being strategic about commitments to students and promotion and tenure efforts; (2) making connections between faculty workloads and motivation for pursuing promotion and tenure; and (3) believing relationships with students were a benefit during the promotion and tenure process. The results of this study indicated that successfully navigating cultural taxation helped faculty in their pursuit of promotion and tenure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01