"It's a Double-Edged Sword": A Collaborative Autoethnography of Women of Color Higher Education and Student Affairs Administrators Who Teach in the College Classroom

Autor/inn/en	Boss, Ginny Jones; Karunaratne, Nadeeka; Huang, Carol; Beavers, Aliya; Pegram-Floyd, Veratta; Tullos, Kimberly C.
Titel	"It's a Double-Edged Sword": A Collaborative Autoethnography of Women of Color Higher Education and Student Affairs Administrators Who Teach in the College Classroom
Quelle	In: Journal of Women and Gender in Higher Education, 12 (2019) 2, S.166-185 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boss, Ginny Jones)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-9112
DOI	10.1080/19407882.2018.1546193
Schlagwörter	Minority Group Teachers; College Faculty; Females; Women Administrators; Student Personnel Workers; Critical Theory; Race; Feminism; Identification (Psychology); Self Concept; Learner Engagement; Teaching Experience; Social Justice; Faculty Workload; College Environment; Classroom Environment + Suchen Sie Ihr Suchwort? Fakultät; Weibliches Geschlecht; Weibliche Führungskraft; Kritische Theorie; Rasse; Abstammung; Feminismus; Selbstkonzept; Soziale Gerechtigkeit; Hochschulumwelt; Klassenklima; Unterrichtsklima
Abstract	Colleges and universities looking to reduce cost often use non-tenure track instructional staff. One understudied group within the literature of non-tenure track instructional staff includes higher education and student affairs administrators who teach classes alongside their non-academic administrative work. This study leveraged critical race feminism as a theoretical framework and collaborative autoethnographic methods in order to examine the experiences of Women of Color in the classroom. The findings illustrate the ways Women of Color's social identities impact how students engage with them in the classroom and the additional labor and responsibilities assumed as a result. In particular, the findings describe how societal, institutional, and classroom contexts influence how Women of Color administrators make meaning of their teaching experiences. The implications of this study reveal Women of Color to be deeply committed to student learning and champions of diverse and critical perspectives in the classroom. Based upon their findings, the authors offer recommendations for how key stakeholders can better support Women of Color administrators' teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01