Civility and Structural Precarity for Faculty of Color in LIS

Autor/in	Gibson, Amelia N.
Titel	Civility and Structural Precarity for Faculty of Color in LIS
Quelle	In: Journal of Education for Library and Information Science, 60 (2019) 3, S.215-222 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-5786
DOI	10.3138/jelis.2019-0006
Schlagwörter	Women Faculty; College Faculty; Diversity (Faculty); Minority Group Teachers; Library Science; Information Science Education; Tenure; African American Teachers; Teacher Persistence; Work Environment; Teaching Experience; Teacher Attitudes; Prosocial Behavior; Race; Racial Bias; Equal Opportunities (Jobs); Disproportionate Representation; North Carolina + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Fakultät; Bibliothekswissenschaft; Informationstechnologische Bildung; Amtszeit; Beschäftigungsdauer; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende; Arbeitsmilieu; Lehrerverhalten; Rasse; Abstammung; Racial discrimination; Rassismus; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf
Abstract	Previous studies have established particular patterns of inequity, micro, and macro-aggressions that affect faculty of color at U.S. universities. This article provides an autoethnographic perspective on the experiences of women of color in LIS. It focuses specifically on the ways that prioritizing comfort and civility over equity and justice can create structural precarity -- precarity that is built into academic systems of reward and punishment -- for female faculty of color. The article also gives brief suggestions for resolving this issue. (As Provided).
Anmerkungen	Association for Library and Information Science Education. 4 Lan Drive Suite 310, Westford, MA 01886. Tel: 978-674-6190; Fax: 978-250-1117; e-mail: office@alise.org; Web site: https://www.alise.org/jelis-2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06