Intersectional Dynamics and Academic Advancement in the United States

Autor/in	Gaughan, Monica
Titel	Intersectional Dynamics and Academic Advancement in the United States
Quelle	In: Journal of Higher Education, 94 (2023) 6, S.720-744 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaughan, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2023.2192162
Schlagwörter	Intersectionality; Academic Achievement; Faculty Promotion; Tenure; College Faculty; Gender Differences; Racial Differences; Social Differences; Career Development + Suchen Sie Ihr Suchwort? Schulleistung; Amtszeit; Beschäftigungsdauer; Fakultät; Geschlechterkonflikt; Rassenunterschied; Sozialer Unterschied; Berufsentwicklung
Abstract	I use the intersectionality framework to understand how processes of tenure and promotion operate as a system that systematically advantages members of some groups while systematically disadvantaging members of other groups. Empirically, I examine how gender, race, ethnicity, and nativity combine to structure the institution of tenure and promotion in US universities. Consistent with original conceptualizations of intersectionality as a lens that illuminates social structure, this empirical work demonstrates that foreign-born White men are the most advantaged members in the institution of tenure and promotion. Only by accounting for all bases simultaneously does the latent function of the promotion and tenure institution come to light: One that especially advantages White men while disadvantaging women and people of color, both foreign and domestic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01