Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions

Autor/inn/en	Settles, Isis H.; Jones, Martinque K.; Buchanan, NiCole T.; Brassel, Sheila T.
Titel	Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions
Quelle	In: Journal of Higher Education, 93 (2022) 1, S.31-55 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Settles, Isis H.) ORCID (Jones, Martinque K.) ORCID (Buchanan, NiCole T.) ORCID (Brassel, Sheila T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2021.1914494
Schlagwörter	Diversity (Faculty); Minority Group Teachers; Women Faculty; Barriers; Teacher Persistence; Racial Bias; Gender Bias; Tokenism; Disproportionate Representation; Intention; Teacher Attitudes; Job Satisfaction; College Faculty; Standards; Social Influences; Credibility; Social Attitudes; Labor Turnover; Teaching Conditions; Racial Differences; Gender Differences; White Teachers + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Racial discrimination; Rassismus; Geschlechterstereotyp; Lehrerverhalten; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Fakultät; Standard; Sozialer Einfluss; Glaubwürdigkeit; Social attidude; Soziale Einstellung; Lehrbedingungen; Unterrichtsbedingungen; Rassenunterschied; Geschlechterkonflikt
Abstract	Faculty diversity has received increased attention from researchers and institutions of higher education, yet faculty demographics have not changed substantially for many underrepresented groups. Several barriers to the retention of women and faculty of color have been offered, including a lack of belonging, discrimination, social exclusion, and tokenism. Epistemic exclusion, scholarly marginalization rooted in disciplinary and identity-based biases, is theorized to act as another barrier to the retention of these faculty. The present study examines the effect of scholarly devaluation, a primary component of epistemic exclusion, on faculty workplace outcomes using data from 1,341 tenure-track faculty from a predominantly White, research-intensive institution. We found that women and underrepresented faculty of color reported higher perceptions of scholarly devaluation. Further, scholarly devaluation was associated with higher intentions to leave the university and this relationship was mediated by lower job satisfaction and poorer perceptions of the workplace climate. Notably, the negative consequences of perceiving scholarly devaluation were found for all faculty, not just women and faculty of color. We discuss the implications of these findings for retaining marginalized faculty and for institutions of higher education more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11