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Full-Text Articles in Higher Education and Teaching
The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins
The Experiences Of Non-Tenure-Track Faculty Members Of Color With Racism In The Classroom, Ryan Rideau, Claire K. Robbins
To Improve the Academy: A Journal of Educational Development
Using critical race theory, this qualitative study examined the ways non-tenure-track faculty members of Color (NTFOCs) experienced racism in their classroom environments. The sample consisted of 24 NTFOCs who worked at 4-year historically White colleges and universities. Findings revealed that NTFOCs experienced racism in their classrooms in three ways: negative evaluations, different treatment than White colleagues, and feeling unsafe in the classroom. While these findings are consistent with the experiences of tenure-track and tenured faculty members of Color, the implications for NTFOCs, particularly in terms of their employment, are stark. The article concludes with recommendations for how educational developers can …
Nice White Men Or Social Justice Allies?: Using Critical Race Theory To Examine How White Male Faculty And Administrators Engage In Ally Work, Lori D. Patton, Stephanie Bondi
Nice White Men Or Social Justice Allies?: Using Critical Race Theory To Examine How White Male Faculty And Administrators Engage In Ally Work, Lori D. Patton, Stephanie Bondi
Department of Educational Administration: Faculty Publications
Numerous scholars have offered definitions and perspectives for White people to be or become social justice allies. The purpose of this study was to examine the complicated realities that social justice allies in higher education face when working on campus. Using a critical interpretivist approach grounded in critical race theory, the authors interpret participants constructions of allies and ally work and draw larger implications for these constructions and their capacity to disrupt and uphold systems of oppression and injustice. In examining the experiences of White male faculty and administrators who shared how they constructed and made meaning of the complexities …