General Experiences + Race + Racism = Work Lives of Black Faculty in Postsecondary Science Education

Autor/inn/en	Parsons, Eileen R. C.; Bulls, Domonique L.; Freeman, Tonjua B.; Butler, Malcolm B.; Atwater, Mary M.
Titel	General Experiences + Race + Racism = Work Lives of Black Faculty in Postsecondary Science Education
Quelle	In: Cultural Studies of Science Education, 13 (2018) 2, S.371-394 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Parsons, Eileen R. C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9774-0
Schlagwörter	College Faculty; African American Teachers; Science Teachers; Work Experience; Teacher Attitudes; Critical Theory; Race; Racial Discrimination; Phenomenology + Suchen Sie Ihr Suchwort? Fakultät; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Employment experience; Job experience; Occupational experience; Berufserfahrung; Lehrerverhalten; Kritische Theorie; Rasse; Abstammung; Racial bias; Rassismus; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory, examines two questions: What characterizes the work life of some Black faculty members who teach, research, and serve in science education? How are race and racism present in the experiences of these postsecondary Black faculty members? A phenomenological approach to the study situates the experiences of the Black participants as valid phenomena worthy of investigation, illuminates their experiences, and seeks to retain the authenticity of their voices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01