Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 5 of 5
Full-Text Articles in Education
Articulated Racial Projects: Towards A Framework For Analyzing The Intersection Between Race And Neoliberalism In Higher Education, Jon S. Iftikar
Articulated Racial Projects: Towards A Framework For Analyzing The Intersection Between Race And Neoliberalism In Higher Education, Jon S. Iftikar
Journal of Critical Scholarship on Higher Education and Student Affairs
Scholars have been documenting the effects of neoliberal educational policies, practices, and ideologies on staff, faculty, and students of color in higher education. Their work has raised important conceptual questions about the relationship between neoliberalism and race: Has neoliberal hegemony brought about a significant rupture with previous racial regimes, or does the current racial-neoliberal formation in higher education represent a re-articulation, a recombination of pre-existing elements in new formations? Our ability to answer this question will aid in theory development and lead to new strategies for interventions. In this article, I argue that the intersection between race and neoliberalism should …
Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire
Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire
Journal of Critical Scholarship on Higher Education and Student Affairs
Engaging today’s issues in higher education requires strong analytical tools that can address the complex nature of our institutional systems and their involved actors. This paper forwards a critical race institutional logics perspective (CRILP). CRILP examines both organizations as they are embedded in a neoliberal and racist society and actor identity, agency, decision-making, and their relation to power. It is important to centralize actor-level racial identity and intersecting identities as race and racism are still pervasive in today’s society. Additionally, the current state of higher education as a market-driven entity leads to thinking about the ways that neoliberalism have permeated …
Special Issue: Students' Critical Reflections On Racial (In)Justice
Special Issue: Students' Critical Reflections On Racial (In)Justice
Journal of Critical Scholarship on Higher Education and Student Affairs
This special issue was made possible by the generous, critical, timely, and powerful contributions submitted by undergraduate and graduate students reflecting on the state of racial justice/injustice as they see it.
Research In Brief - 'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Research In Brief - 'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Journal of Critical Scholarship on Higher Education and Student Affairs
Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black …
'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
'My Story Ain’T Got Nothin To Do With You' Or Does It?: Black Female Faculty’S Critical Considerations Of Mentoring White Female Students, Kathleen E. Gillon, Lissa D. Stapleton
Journal of Critical Scholarship on Higher Education and Student Affairs
Previous literature on mentoring, specifically that of cross-cultural mentoring, has provided some insight into the intricacy of race in mentoring. However, much of this literature has focused on the mentoring relationship of a White individual mentoring a person of color. This qualitative inquiry critically explores the experiences of six Black female faculty who have mentored White female students in higher education graduate programs, focusing specifically on how they enter into these cross-cultural mentoring relationships. Using Black feminist thought, our findings suggest that while individual Black faculty may have unique experiences entering into mentoring relationships with White female students, a Black …