Promotion beyond Tenure: Unpacking Racism and Sexism in the Experiences of Black Womyn Professors

Autor/in	Croom, Natasha N.
Titel	Promotion beyond Tenure: Unpacking Racism and Sexism in the Experiences of Black Womyn Professors
Quelle	In: Review of Higher Education, 40 (2017) 4, S.557-583 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
Schlagwörter	African American Teachers; Women Faculty; Critical Theory; Race; Feminism; Tenure; Teacher Promotion; Employment Level; Racial Bias; Gender Bias; Semi Structured Interviews; Beliefs; Aspiration; Expectation; Qualitative Research; Personal Narratives + Suchen Sie Ihr Suchwort? African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; Kritische Theorie; Rasse; Abstammung; Feminismus; Amtszeit; Beschäftigungsdauer; Beschäftigungsgrad; Racial discrimination; Rassismus; Geschlechterstereotyp; Belief; Glaube; Streben; Expectancy; Erwartung; Qualitative Forschung; Erlebniserzählung
Abstract	This study examined seven Black womyn full professors' experiences of promotion beyond tenure. Using a critical race feminist theoretical framework, findings suggest that a meritocratic ideology undergirds a dominant narrative about the Professor rank. However, racism and sexism mediated the participants' opportunities to access the status and benefits constructed in the full professor narrative. Implications for practice include an inclusive promotion review process that acknowledges the existence of racialized and gendered implicit biases, values experiential knowledge of Black womyn, identifies motivating factors for advancement, and challenges merit as a neutral idea in the promotion process to Professor. (As Provided).
Anmerkungen	Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01