Becoming an Institutional Agent: Embedded Agency in Boundary Work of the Professoriate

• In Event: Faculty Identities and Academic Workplaces

Abstract

This case study contributes to the literature on transformational change by focusing on faculty members’ professional and racial identity construction during moments of change. A component of a larger case study, it uses narrative inquiry and thematic analysis to analyze interviews from eight university faculty members, investigating how faculty members used cultural tools to learn about their professional identities. Identity theory, socio-cultural perspectives on identity formation, and cultural historical activity theory provide the analytical framework. Our findings show that faculty employed new cultural tools, networks, and perspectives to reflect on and coordinate their professional identity and agency for racial equity. However, tool use and identity development is highly context dependent. Implications highlight opportunities to support planned change towards racial equity.

Authors

• Román Liera, University of Southern California

• Alicia C. Dowd, Penn State University