Cracking the Code in Higher Education: Testimonials of Women Faculty of Color Applying Critical Praxis as Collaborative Resiliency

• In Event: Women's Way of Leading and Mentoring: Opening Critical Spaces for Future Orientation in Higher Education

Abstract

Objectives:
This paper provides testimonials based on the experiences of women faculty of color in positions of leadership in institutes of higher education (IHEs).White males are predominant in higher ranks with tenure at IHEs. Women faculty of color are not only significantly underrepresented and are faced with many obstacles to reach full professoriate, positions of leadership and or tenure. Flaherty (2016) explains since 2000, the proportion of all women faculty that are tenured or on the tenure track has declined from 20 percent to 16 percent for tenure and 13 percent to 8 percent for tenure track. Insights from women of color in leadership on how to crack the code to promotion and navigate academia drawing from critical praxis theory are provided.
Perspective or Theoretical framework:
The authors drew from Freire’s theory of praxis as described by Torres (1993), in particular Freire’s work from Pedagogy of the Oppressed (1972) and Pedagogy of Hope (1995) regarding dialogue, praxis, and lived experiences. The authors implemented the concept of Freire’s dialogue as it involved respect and collaboration. The praxis ( action that is informed) as a mechanism to develop an operational theory based on practices in leadership, promotion and tenure. Lived experiences to open up possibilities for women faculty to enhance their leadership. The authors used the Testimonio as a genre that exposes micor- aggressions, disrupts silencing, and builds solidarity among women of color (Bernal, Burucga, & Carmona, 2016, p.1)

Methods:
The authors used intersectionality as a methodology approach to explore how race and gender intersect areas that affect women faculty of color’s identities, professional trajectories, leadership, thinking, and practice (Carastathis, 2014). Data were collected from each of the authors, who are women faculty in higher education in different leadership positions. Crenshaw explains intersectionality can be used as a parading to identify and study these ‘real world’ phenomena (1989).

Data sources:
Data sources included testimonials, literature review and minutes from meetings with the leadership group. Members of the research team met to examine within the intersectionality approach, and had extensive dialogue sessions using research questions as prompts to guide the meetings. Each session with testimonials was recorded. The research team conducted a literature review searching specific topics such as women faculty of color, leadership, macro- aggression, women in leadership, promotional strategies for faculty, scholarship, service in higher education and resiliency. In addition, the team examined published faculty handbooks on promotion.

Results and Significance:
Three themes emerged from the data analysis: resiliency, woman’s approach to leadership, and dealing with microaggressions at work. Researchers found that co-mentoring within the group of women faculty of color, allowed the members to acknowledge the benefits of dialogue, how praxis informes their actions, and how collaboration informs their ability to decipher hidden agendas in IHE. In addition, the team was able to develop strategies to navigate the promotion and reappointment process and to recognize red flags such as when confronted with vague criteria, and not to be discouraged to apply for promotion (June, 2016).

Authors

• Nilsa J. Thorsos, National University

• Clara Amador-Lankster, National University

• Valerie K. Amber, National University

• Sonia Rodriguez, National University