Sisters of the Academy: Developing Scholarship Through Collaboration

• In Event: Self-Created Safe Spaces: Forming Research and Writing Collaborations Among Female Faculty

Abstract

Purpose
Black faculty often experience isolation and alienation in academic departments (Johnsrud & DesJarlais, 1994; Phelps, 1995). Thompson and Louque (2005) found that the majority of Black academics in their study experienced undermining from colleagues and administration, marginalization at departmental meetings, and professional jealousy. For Black female faculty race coupled with gender issues creates an even more challenging experience (Johnson-Bailey & Cervero, 2008). Such toxic environments identify a need for Black women to establish and maintain strong support systems (Gregory, 1999). A community of Black female scholars is particularly integral to the professional development of Black women in academia (Bertrand Jones & Osborne-Lampkin, in press).

In 2001, Sisters of the Academy (SOTA) Institute was created to help facilitate the success of Black women in academia. SOTA’s motto, scholarship through collaboration, guides the organization’s mission and programming. Through several professional development programs such as the signature Research BootCamp©, Writing Retreat, and the Intensive Grants Workshop, SOTA addresses Black women’s need for information that is accessible, affordable, and grounded with the experiences of these scholars in mind.

As three Black women in academia, we have collectively experienced the challenges outlined above and through SOTA found ways to combat those challenges. As scholars with similar research interests we have benefited from the collective brain trust that comes from a group with similar goals and interests. The purpose of this paper/presentation is to discuss how participation in SOTA has influenced our scholarly productivity and contributed to our overall professional and personal development.

Perspectives/Theoretical Framework & Modes of Inquiry
Racism, sexism, and other intersecting oppressions create obstacles for Black women in academia (Benjamin, 1998; Collins, 2000; Gregory, 2001; hooks, 1989; King, 1989). As such, a Black feminist perspective builds on the belief that …Black women are inherently valuable” (Combahee River Collective, 1983, p.274). Black feminist thought is a theoretical approach that embraces the ideas of resistance, voice, and activism (Collins, 1986; 2000; hooks, 1989). We use Black feminist thought to frame the work of our collaborative. Collins (1986) stated “the act of insisting on Black female self-definition validates Black women’s power as human subjects” (p.S17). She furthers that Black women have a commonality of experience and these voices need to be heard. As such, scholarly personal narrative (Nash, 2004) provides a method for us to use our personal stories and connect them to a broader theme. As three Black women in academia, our experiences can be used to facilitate understanding of other Black women’s experiences and generate future areas of inquiry.

Scholarly Significance of the Work
The experiences of Black women academics provides a deeper comprehension of the complexity of issues at the intersection of race and gender, and how these complexities contribute to the mysterious world that is academia. Our stories provide data for evidence-based practice about what works for improving the academic and professional lives of these women. These data can be used not only to make higher education more inclusive of Black women, but more effective overall (Thompson & Louque, 2005).

Authors

• Tamara Bertrand Jones, Florida State University

• Dannielle Joy Davis, St. Louis University

• LaTara D. Osborne-Lampkin, Florida State University