Problematizing Intersecting Identities: How Diverse Women Faculty Make Sense of Our Roles Within Academia

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Journal of Intersectionality

Volume 8, Issue 1

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Abstract: found
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Problematizing Intersecting Identities: How Diverse Women Faculty Make Sense of Our Roles Within Academia

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research-article

Author(s): Rhonda Hylton ¹ , Marliese Peltier ² , Shuling Yang ³ , Roya Q. Scales ⁴

Publication date (Electronic, pub): 1 October 2024

Journal: Journal of Intersectionality

Publisher: Pluto Journals

Keywords: intersectionality, diversity, self-care, small stories, women faculty

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Abstract

Content

Author and article information

Journal

Title: Journal of Intersectionality

Publisher: Pluto Journals

ISSN: 2515-2122

Publication date (Electronic, pub): 1 October 2024

Volume: 8

Issue: 1

Pages: 4-23

Affiliations

[1 ] Kent State University, USA;

[2 ] Ball State University, USA;

[3 ] East Tennessee State University, USA;

[4 ] Western Carolina University;

Article

DOI: 10.13169/jinte.8.1.0002

SO-VID: 95766525-bf0d-4fe5-a127-c7b9c58e1c40

License:

Published under Creative Commons Attribution 4.0 International ( CC BY 4.0). Users are allowed to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially), as long as the authors and the publisher are explicitly identified and properly acknowledged as the original source.

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References

Allen Kelly-Ann, Butler-Henderson Kerryn, Reupert Andrea, Longmuir Fiona, Finefter-Rosenbluh Ilana, Berger Emily, Grove Christine, Heffernan Amanda, Freeman Nerelie, Kewalramani Sarika, Krebs Shiri, Dsouza Levita, Mackie Grace, Chapman Denise, Fleer Marilyn. Work like a girl: Redressing gender inequity in academia through systemic solutions. Journal of University Teaching and Learning Practice. Vol. 18(3)2021. Open Access Publishing Association. [Cross Ref]
Brumby Duncan P., Janssen Christian P., Mark Gloria. How Do Interruptions Affect Productivity?Rethinking Productivity in Software Engineering. p. 85–107. 2019. Apress. [Cross Ref]
Castro Corinne. Characteristics and Perceptions of Women of Color Faculty NationallyDisrupting the Culture of Silence. p. 173–188. 2023. Routledge. [Cross Ref]
Hill Collins Patricia. The Difference That Power Makes: Intersectionality and Participatory Democracy. Investigaciones Feministas. Vol. 8(1):19–39. 2017. Universidad Complutense de Madrid (UCM). [Cross Ref]
Connelly F. Michael, Clandinin Jean. On Narrative Method, Biography and Narrative Unities in the Study of Teaching. Journal of Educational Thought / Revue de la Pensée Educative. Vol. 21(3):130–139. 2018. University of Calgary. [Cross Ref]
Driscoll Lisa G., Parkes Kelly A., Tilley‐Lubbs Gresilda A., Brill Jennifer M., Pitts Bannister Vanessa R.. Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars. Mentoring & Tutoring: Partnership in Learning. Vol. 17(1):5–21. 2009. Informa UK Limited. [Cross Ref]
Elliott Marta, Blithe Sarah J.. Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty. International Journal of Higher Education. Vol. 10(2)2020. Sciedu Press. [Cross Ref]
Galbraith Michael W., James Waynne B.. MENTORING BY THE COMMUNITY COLLEGE PROFESSOR: ONE ROLE AMONG MANY. Community College Journal of Research and Practice. Vol. 28(8):689–701. 2004. Informa UK Limited. [Cross Ref]
Jackson J. Kasi, Latimer Melissa, Stoiko Rachel. The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines. Innovative Higher Education. Vol. 42(3):193–205. 2017. Springer Science and Business Media LLC. [Cross Ref]
Palmer Elyn M., Jones Stephanie J.. Woman–Woman Mentoring Relationships and Their Roles in Tenure Attainment. Journal of Women and Gender in Higher Education. Vol. 12(1):1–17. 2019. Informa UK Limited. [Cross Ref]
Settles Isis H., Jones Martinque K., Buchanan NiCole T., Brassel Sheila T.. Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions. The Journal of Higher Education. Vol. 93(1):31–55. 2022. Informa UK Limited. [Cross Ref]
Smith Jessi L., Vidler L. Lynn, Moses Michele S.. The “Gift” of Time: Documenting Faculty Decisions to Stop the Tenure Clock During a Pandemic. Innovative Higher Education. Vol. 47(5):875–893. 2022. Springer Science and Business Media LLC. [Cross Ref]
Kelly Bridget Turner, McCann Kristin, Porter Kamaria. White Women's Faculty Socialization: Persisting Within and Against a Gendered Tenure System. The Review of Higher Education. Vol. 41(4):523–547. 2018. Project MUSE. [Cross Ref]

Comments

Comment on this article

[1] Allen Kelly-Ann, Butler-Henderson Kerryn, Reupert Andrea, Longmuir Fiona, Finefter-Rosenbluh Ilana, Berger Emily, Grove Christine, Heffernan Amanda, Freeman Nerelie, Kewalramani Sarika, Krebs Shiri, Dsouza Levita, Mackie Grace, Chapman Denise, Fleer Marilyn. Work like a girl: Redressing gender inequity in academia through systemic solutions. Journal of University Teaching and Learning Practice. Vol. 18(3)2021. Open Access Publishing Association. [Cross Ref]

[2] Brumby Duncan P., Janssen Christian P., Mark Gloria. How Do Interruptions Affect Productivity?Rethinking Productivity in Software Engineering. p. 85–107. 2019. Apress. [Cross Ref]

[3] Castro Corinne. Characteristics and Perceptions of Women of Color Faculty NationallyDisrupting the Culture of Silence. p. 173–188. 2023. Routledge. [Cross Ref]

[4] Hill Collins Patricia. The Difference That Power Makes: Intersectionality and Participatory Democracy. Investigaciones Feministas. Vol. 8(1):19–39. 2017. Universidad Complutense de Madrid (UCM). [Cross Ref]

[5] Connelly F. Michael, Clandinin Jean. On Narrative Method, Biography and Narrative Unities in the Study of Teaching. Journal of Educational Thought / Revue de la Pensée Educative. Vol. 21(3):130–139. 2018. University of Calgary. [Cross Ref]

[6] Driscoll Lisa G., Parkes Kelly A., Tilley‐Lubbs Gresilda A., Brill Jennifer M., Pitts Bannister Vanessa R.. Navigating the lonely sea: peer mentoring and collaboration among aspiring women scholars. Mentoring & Tutoring: Partnership in Learning. Vol. 17(1):5–21. 2009. Informa UK Limited. [Cross Ref]

[7] Elliott Marta, Blithe Sarah J.. Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty. International Journal of Higher Education. Vol. 10(2)2020. Sciedu Press. [Cross Ref]

[8] Galbraith Michael W., James Waynne B.. MENTORING BY THE COMMUNITY COLLEGE PROFESSOR: ONE ROLE AMONG MANY. Community College Journal of Research and Practice. Vol. 28(8):689–701. 2004. Informa UK Limited. [Cross Ref]

[9] Jackson J. Kasi, Latimer Melissa, Stoiko Rachel. The Dynamic between Knowledge Production and Faculty Evaluation: Perceptions of the Promotion and Tenure Process across Disciplines. Innovative Higher Education. Vol. 42(3):193–205. 2017. Springer Science and Business Media LLC. [Cross Ref]

[10] Palmer Elyn M., Jones Stephanie J.. Woman–Woman Mentoring Relationships and Their Roles in Tenure Attainment. Journal of Women and Gender in Higher Education. Vol. 12(1):1–17. 2019. Informa UK Limited. [Cross Ref]

[11] Settles Isis H., Jones Martinque K., Buchanan NiCole T., Brassel Sheila T.. Epistemic Exclusion of Women Faculty and Faculty of Color: Understanding Scholar(ly) Devaluation as a Predictor of Turnover Intentions. The Journal of Higher Education. Vol. 93(1):31–55. 2022. Informa UK Limited. [Cross Ref]

[12] Smith Jessi L., Vidler L. Lynn, Moses Michele S.. The “Gift” of Time: Documenting Faculty Decisions to Stop the Tenure Clock During a Pandemic. Innovative Higher Education. Vol. 47(5):875–893. 2022. Springer Science and Business Media LLC. [Cross Ref]

[13] Kelly Bridget Turner, McCann Kristin, Porter Kamaria. White Women's Faculty Socialization: Persisting Within and Against a Gendered Tenure System. The Review of Higher Education. Vol. 41(4):523–547. 2018. Project MUSE. [Cross Ref]

Journal of Intersectionality

Problematizing Intersecting Identities: How Diverse Women Faculty Make Sense of Our Roles Within Academia

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