The Role of Leadership in Promoting Antiracist Approaches in Motivation Research

• In Event: Division C Vice Presidential Session: Calling in Educational Psychology Researchers, Continued: Supporting Culturally Responsive and Critical Research Journeys

Abstract

Objectives. There has been increased interest in the study of the impact of race and racism in motivation research and the field of educational psychology (DeCuir-Gunby, 2017). Although many motivation researchers are interested in engaging in ant-racist research approaches, they do not always find the support from institutional (e.g. promotion and tenure) and professional (e.g. publication) structures. In this presentation, I will discuss the pivotal roles that leaders in university administration and professional organizations must play in promoting anti-racist motivation scholarship.

Theoretical Framework. Leadership can serve to both promote and hinder anti-racist research. In order to explore the roles that university and professional leadership plays, I will use a critical race theory (CRT) perspective. CRT was developed to challenge the ways race and racial power is constructed and implemented within law and society (Bell, 1993). Within higher education, CRT has focused on examining how the institution of higher education is rooted in racism/white supremacy; how higher education is linked to capitalism which fuels the intersections of race, property, and oppression; and how institutions of higher education serve to generate knowledge that is rooted in racism/white supremacy (Patton, 2016).

Modes of Inquiry and Data Sources. Synthesizing literature from educational psychology and beyond (Alexander, 2020) with my own experience as a former university leader, a current leader in professional organizations, and a Black woman scholar, I will engage in critical self-reflexivity (Pezalla et al., 2012) to document my experience with producing anti-racist scholarship as well as helping promote anti-racist motivation research. Examples of concrete actions will be provided, including my experiences of interactions with others that engage in anti-racist motivation research as well as those that either help promote or hinder the work. Empirical and conceptual literature will also be included. Specifically, using a CRT lens, this presentation will address the following questions: (1) What role does university leadership play in promoting or hindering anti-racist scholarship? (2) What role does professional organization leadership play in promoting or hindering anti-racist scholarship? Topics will include publishing, promotion and tenure, and mentoring, among many others.

Results and Conclusions. Best practices for university and professional leaders, including journal editorial leadership, to support motivation researchers that are interested in engaging in anti-racism research include providing mentoring opportunities, augmenting promotion and tenure requirements, and developing incentivization strategies. I also highlight how to counter barriers that hinder motivation scholars from engaging in anti-racism research, such as resource development, networking, and advocacy.

Significance of the Work. The need for more anti-racism motivation research is imperative amidst the growth in attacks on diversity, equity, and inclusion initiatives. Building momentum and capacity for this research in the field will be hindered if efforts to conduct anti-racist motivation research relies primarily on individuals carving their own paths. Thus, understanding the many ways in which leaders in university and professional organizations can serve as both systems of support and hindrances to anti-racism research efforts is essential to improving the field.

Author

• Jessica T. Decuir-Gunby, University of Southern California