"Otherness" as a Shared Experience for Women of Color in the Professoriate in the United States and the World

• In Event: Women Scholars of Color in the United States and World: Transcending International Borders in Academia

Abstract

The dynamic contemporary world of globalization and the internationalization of higher education centers on mobility and subsequently opens the channel for an expanded discourse on ‘otherness’ particularly for women of color in the professoriate in the U.S., and in the world. ‘Otherness’ refers to those whose social identities are perceived differently from the majority—otherwise marginalized individuals (Santamaria & Santamaria, 2012). In this paper ‘otherness’ characterizes women of color who belong to groups underrepresented in academe. ‘Othering’ can take varied forms such as the marginalization of one’s scholarship. For example, in a study of 16 women professors at a PWI, of which 10 were faculty of color, Baez (2011) found that professors of color, despite their disciplines, focused their research on issues of race and ethnicity and “the intersections of these constructs with gender, class, sexuality, and so on” (p. 244). Further, these academics felt an ethical responsibility to address race and ethnic concerns and were convinced that their research contributions were essential to the advancement of their respective fields (Baez, 2011; Santamaría & Santamaría, 2012; Santamaría, 2014). The importance of understanding factors contributing to faculty’s research focus areas is especially relevant for women of color since this group of professors tend to focus on individuals and groups living in underserved communities, a practice that can put them at a disadvantage when considering promotion and tenure (Stanley, 2006; Turner, 2002). Responding to a recurring call in research literature for the advancement of theories and practice relevant to women of color faculty in the academy, Santamaría (2014) and Lloyd-Jones (2014) share their empirical work on the value of historical and scholarly ontologies – “understanding how things exist” (Smith, Yosso, & Solorzano, 2007, p. 563) that address ongoing concerns from new standpoints: critical leadership and human capital in the academy.

Drawing on seminal narrative research in education (Casey, 1995; Connelly & Clandinin, 1990), Santamaría documents the experiences of women of color in the academy in the United States and internationally, with emphasis on education, educational leadership and tenure-line academic appointments while Lloyd-Jones describes an innovative approach through her scholarship that advocates for volunteerism and advocacy. For Santamaría, mentoring and direct access inspired her to chronicle her own participatory journey that spans from first generation undergraduate student to academic appointment, Testimonio == testimonial narrative == from a Black feminist perspective (Patton, 2002). Through the use of life-notes (Simmons, 2007), journal entries, scholarly papers, and published articles as viable forms of data, Santamaría helps advance the empirical research on women of color scholars in the academy. Similarly, from a socio-cultural perspective (Vygotsky, 1978) Lloyd-Jones stresses the importance of = Follow your passion! Do what you love! as adages of importance and meaning for African-American women faculty, many of whom are working at Predominantly White Institutions. Consequently, strategies embedded in their paper are effective approaches that can support in attracting, retaining, and advancing women of color to alleviate notions of “otherness” experienced by women of color in the academy globally.

Authors

• Brenda Lloyd-Jones, University of Oklahoma

• Lorri Michelle Johnson Santamaria, The University of Auckland