Unlocking the Power Agenda in the Academy: Can We Handle the Truth?

• In Event: Mentoring Approaches That Disrupt Assumed Truths Among Women Leaders

Abstract

Objectives
In this paper, the authors examine the challenges non-white women faculty confront in institutions of higher education (IHEs) seeking opportunities for promotion and career advancement. In addition, the paper will examine IHE’s procedures and requirements for promotion and advancement and how these requirements are mostly geared and target male faculty while excluding non-white women faculty who are seeking positions of leadership.
Theoretical Framework
This paper draws from Freire’s work on critical consciousness as we apply these tenants to question, critique and name or point out institutional practices that may oppress and impede non-white women to thrive as leaders in academia. Critical consciousness allows us to use our own lived experiences to “think critically” about our reality and how we might disrupt and change it. To create awareness of how a dominant group may continue to impose on us (Freire,1985) and how to resist and create a more equitable change. Palmer et al. (2019) have proposed Critical Consciousness as a complex system of four overlapping dimensions 1) Continuous interrogation of power; 2) Historicizing schools; 3) Critical Listening; and 4) Engaging with Discomfort.
Research Questions:
1 What is the currency used by nonwhite women faculty to navigate and advance in higher education leadership?
2 What are the perceptions of obstacles by non-white women faculty in the process of career advancement?
Methods and Data
This paper utilizes a mixed methods approach to explore the paths to leadership of non-white women in IHE. The instrumentation includes a digital survey and a focus group via zoom. The survey will capture the demographics of the participants, with four (4) open-ended questions in addition to six (6) likert scale questions.
Participants consist of employed female faculty from tenure and non-tenure-track universities across the US. The analysis of quantitative data from the survey, the core phenomenon will be defined, and relationship linkages developed. The qualitative aspects consist of in-depth, and semi-structured focus group interviews conducted with a sampling of participants. These sessions will garner information related to the research questions, clarify, and ensure the accuracy of participants’ statements.
Results
Preliminary results of participant survey and focus group findings allow us to determine the extent to which non-white women faculty have been able to achieve tenure track or non-tenure track positions as compared to other faculty groups. The deconstruction of the concept of currency relies on the perceived faculty pathways, interpersonal protocols, opportunities for advancement, systems of mentorship and co-mentorship as well as the perceptions of obstacles to advancement to leadership, perceived by non-white women faculty.
Scholarly significance
This work is situated within the renewed attention to the field of Diversity, Equity, Inclusion and Social Justice. This work contributes to the conversation on diversity of faculty by gender and minoritized status. It adds to the notion that Higher Education Leadership positions are not readily accessible to non-white women faculty or other minority groups. Retention and attrition are problematic (Carter-Sowell et al., 2019,) resulting in the systemic perpetuation of exclusion and social injustice.

Authors

• Valerie K. Amber, National University
  Presenting Author

• Nilsa J. Thorsos, National University
  Non-Presenting Author

• Clara Amador-Lankster, National University
  Presenting Author

• Sonia Rodriguez, National University
  Presenting Author