Battered but Not Broken: A Composite of the Experiences of Black Librarians at Public, 2-Year Colleges--Dissertation of the Year

Autor/in	Oates, Evangela Q.
Titel	Battered but Not Broken: A Composite of the Experiences of Black Librarians at Public, 2-Year Colleges--Dissertation of the Year
Quelle	In: Community College Review, 51 (2023) 2, S.147-172 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oates, Evangela Q.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521221145313
Schlagwörter	Librarians; Blacks; African Americans; Academic Libraries; Two Year Colleges; Experience; Coping; Success; Critical Race Theory; Community Colleges; Work Environment; Antisocial Behavior; Violence; Racism; Barriers + Suchen Sie Ihr Suchwort? Librarian; Bibliothekar; Bibliothekarin; Black person; Schwarzer; Afroamerikaner; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Erfahrung; Bewältigung; Erfolg; Community college; Community College; Arbeitsmilieu; Gewalt; Rassismus
Abstract	Objective: Black librarians account for just 5.4% of academic librarians in the U.S. in a period in which enrollments for Black students steadily increases. While national programs aimed at recruitment exist, too little attention is focused on the environments and cultures that influence the attrition of racially minoritized groups. This study investigated the experiences of Black librarians at public, 2-year colleges in the U.S. to better understand how they navigate, cope, and succeed amongst the challenges of academic librarianship. The following question guided the study: what are the experiences of Black librarians at public, 2-year colleges? Methods: Using Critical Race Methodology's composite counterstory (CCS) and through two, ninety-minute interviews with four narrators, the experiences of Black librarians were leveraged to construct and reconstruct the storied lives of Black librarians in community college libraries. Results: The findings show the hostile environments Black librarians encounter in their work as educators at community colleges. Across and within their stories, four themes were found: retaliation, derailment, gendered racism, and violence. The narrators reported their work is made difficult in these environments, often creating barriers to retention (profession), promotion (organization), professional acknowledgment, and success. Conclusions: Implications for practice and research suggest bold action to counter the cultures of white supremacy to include intersectional audits for the organization, changes in HR policies, training and practices, and an emphasis on cohort hiring from national organizations among other recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01