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Book part
Publication date: 1 August 2023

DorisAnn McGinnis, Jae Young Kim, Ain Grooms, Duhita Mahatmya and Ebonee Johnson

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The…

Abstract

Education policies in the United States reinforce social stratification by prioritizing and normalizing middle-class whiteness in schools (Leonardo, 2007; Picower, 2009). The teacher labor market has also become more feminized, making white middle-class women paragons of exemplary educators (Rury, 1989; Tolley & Beadie, 2006). These sociopolitical and historical factors continue to play out in the current U.S. education workforce where 80% teachers are white and 76% of teachers are female (Hussar et al., 2020). Meanwhile, student demographics are shifting with students of color comprising over 50% of the public student population (de Brey et al., 2019). Diversifying the educator pipeline is a well-documented strategy to improve educational outcomes for all students, specifically students of color, and to achieve greater equity and inclusion in public education. However, the retention and promotion of educators of color remains a critical and complex issue.

Thus, looking at the intersection of race and gender in the education workplace, the purpose of this chapter is to highlight the experiences and expertise of women K-12 educators of color to identify best practices for career development. Applying Psychology of Working Theory (PWT) and utilizing modified meta-synthesis methodology, the chapter highlights the experiences of Black, Latinx, Asian American, and Indigenous/Native American women K-12 principals and superintendents to (1) thematize and conceptualize how women of color define their work in education spaces through a PWT lens and (2) understand how PWT themes can illuminate ways to build more diverse and inclusive career pathways for women of color leaders.

Book part
Publication date: 8 June 2020

Philomena Essed and Karen Carberry

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to…

Abstract

The hiring of women of colour faculty is not without unwritten presuppositions. The authors are expected to tolerate racism and to draw from cultural experience in catering to students of colour or when it fulfils institutional needs such as bringing ‘colour’ to all-white committees. Yet, the normative profile of university teachers demands detachment with a focus on high output in terms of students and publications. In the light of this, commitment to social justice seems to be in (certain) disagreements with mainstream interpretations of the academic profession. Women of colour professors are redefining educational leadership. This chapter addresses its effect on emotional wellbeing together with techniques and strategies to strengthen emotional resilience.

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The International Handbook of Black Community Mental Health
Type: Book
ISBN: 978-1-83909-965-6

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Book part
Publication date: 29 November 2019

Emrah Ozkul, Hakan Boz, Bilsen Bilgili and Erdogan Koc

This chapter explains the role and potential of colour and lighting as two important elements of the service atmosphere in tourism and hospitality service encounters. The chapter…

Abstract

This chapter explains the role and potential of colour and lighting as two important elements of the service atmosphere in tourism and hospitality service encounters. The chapter first explains the importance of colour and lighting in services from the perspective of customers’ sensory perceptions. Then, the chapter provides examples to demonstrate how psychological/neuro-marketing tools of Eye Tracker and Facial Recognition, Galvanic Skin Response (GSR) and Heart Rate (HR) can be used to understand the role of colour and lighting in customer satisfaction in tourism and hospitality service encounters. Based on this perspective, the study offers recommendations to design service environments in terms of colour and lighting.

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Atmospheric Turn in Culture and Tourism: Place, Design and Process Impacts on Customer Behaviour, Marketing and Branding
Type: Book
ISBN: 978-1-83867-070-2

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Book part
Publication date: 6 July 2016

Leah P. Hollis

Workplace bullying is an emerging topic for researchers considering the impact of abusive behavior on employees (Björkqvist, Österman, & Hjelt-Bäck, 1994; Branch, Ramsay, &…

Abstract

Workplace bullying is an emerging topic for researchers considering the impact of abusive behavior on employees (Björkqvist, Österman, & Hjelt-Bäck, 1994; Branch, Ramsay, & Barker, 2007; Cowan, 2012; Duffy & Sperry, 2007; Fritz, 2014; Harvey, Heames, Richey, & Leonard, 2006; Liefooghe & Mackenzie, 2010; Matthiesen & Einarsen, 2007; Yamada, 2000; Zabrodska & Kveton, 2013). European trends, corporate cultures, and the target’s wellness have also been the focus of other studies on workplace bullying (Constanti & Gibbs, 2004; Djurkovic, McCormack, & Casimir, 2008; Query & Hanely, 2010; Thomas, 2005); yet as was stated in the initial chapter, few studies considered the impact of workplace bullying on American higher education. More specifically, no empirical studies considered the impact of workplace bullying in America’s community colleges or the people of color who work at community colleges. Consequently, Hollis has replicated her study of four-year colleges and universities (2015) and applied the procedures to the community college sector. This analysis specifically reflecting on people of color at community colleges utilizes the data set, which was the subject of analysis in Chapter 1. Within the community college sample, 26% were people of color. Further, 73% of the respondents of color reported being affected by workplace bullying. Therefore, this study may be of interest to diversity officers or any personnel interested in creating and maintaining a healthy work environment for all community college staff, regardless of color.

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The Coercive Community College: Bullying and its Costly Impact on the Mission to Serve Underrepresented Populations
Type: Book
ISBN: 978-1-78635-597-3

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Book part
Publication date: 7 September 2011

Lisa R. Bass and Susan C. Faircloth

Although progress has been made, women faculty of color (i.e. American Indian/Alaska Native, African American, Hispanic, and Asian/Asian Pacific Islanders) continues to experience…

Abstract

Although progress has been made, women faculty of color (i.e. American Indian/Alaska Native, African American, Hispanic, and Asian/Asian Pacific Islanders) continues to experience a number of challenges in the academy. Without proper supports and strategies many of these women will leave the academy prematurely or will not be successful in their quest for promotion and tenure. The purpose of this chapter is to identify the challenges these women encounter, as well as the strategies they adopt in response to these challenges. In doing so, the authors argue that a strong sense of self-efficacy is a core trait of successful women faculty of color; a trait that cuts across all racial and ethnic groups. The authors conclude with implications for fostering support for women faculty of color, as well as recommendations for future research.

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Women of Color in Higher Education: Changing Directions and New Perspectives
Type: Book
ISBN: 978-1-78052-182-4

Book part
Publication date: 29 June 2016

Bryan G. Cook and Christina Keaulana

Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral…

Abstract

Reading fluency, which is critical for developing reading comprehension, is a fundamental skill in both school and life. However, many students with learning and behavioral disabilities are disfluent readers. To improve reading performance for these learners, educators should implement practices shown by reliable research to cause improved reading fluency. In this chapter, following a discussion of reading fluency and its importance, we describe two instructional practices that educators might use to improve students’ reading fluency: colored filters and repeated reading. The research on the colored filters is, at best, inconclusive, whereas the research literature suggests that repeated reading is an effective practice. To bridge the gap between research and practice and improve the reading fluency of students with learning and behavioral disabilities, educators and other stakeholders should prioritize the use of research-based practices (e.g., repeated reading) but avoid practices without clear research support (e.g., colored filters).

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Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

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Book part
Publication date: 18 August 2011

Gaëtane Jean-Marie

Given the demographic shift in American society, higher education institutions are faced with the challenge to prepare students for a diverse society. Efforts to diversify the…

Abstract

Given the demographic shift in American society, higher education institutions are faced with the challenge to prepare students for a diverse society. Efforts to diversify the gender, racial, and ethnic makeup of faculty and administrators in universities show promise but institutional challenges threaten such progress. In this chapter, the author explores the breadth and scope of scholarship on the trends impacting women of color in higher education. Two major areas are the focus of analysis: (1) transformation of higher education since the passage of Title IX. Widely associated with athletics and now celebrating 40 years since its enactment, Title IX has been instrumental in creating access for women of diverse ethnic and racial background. Historically, Title IX is credited with closing the gender gap in higher education; but has it really?; and (2) dismantling structural and social barriers that threaten authentic inclusion of women of color. The interlocking effects of gender, race, and ethnicity can compound pressures of the workplace environment for women of color (Turner, 2002). Coupled with that are climate issues that can create an uninviting or hostile environment for women of color in faculty or administrative positions. The diversification of women of color in higher education has important implications for policy and practice, and raises important questions about institutional commitments.

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Women of Color in Higher Education: Turbulent Past, Promising Future
Type: Book
ISBN: 978-1-78052-169-5

Book part
Publication date: 11 July 2017

Tambra O. Jackson, Ashley Ballard, Marena Drewery, Brianna Membres, Laryn Morgan and Felicia J. Nicholson

In this chapter, we present an analysis of the literature on preservice teachers of Color juxtaposed with the experiences of Ashley, Marena, Brianna, Laryn, and Felicia that gives…

Abstract

In this chapter, we present an analysis of the literature on preservice teachers of Color juxtaposed with the experiences of Ashley, Marena, Brianna, Laryn, and Felicia that gives insight into the ways in which these women of Color describe their understandings of social justice and culturally relevant teaching and the importance it holds for their work as future teachers. Using both culturally relevant pedagogy and critical race theory, we describe critical incidents from their racialized experiences in their teacher education program, inclusive of how they perceived having a Black professor for a diversity course. Lastly, we conclude the chapter with suggestions they deem as beneficial to their development and growth as social justice educators for teacher education programs to consider.

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Black Female Teachers
Type: Book
ISBN: 978-1-78714-462-0

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Book part
Publication date: 18 August 2011

Leonard A. Valverde

A threefold approach is taken to provide understanding about the experiences that women of color have faced in their entry and upward advancement into administration in higher…

Abstract

A threefold approach is taken to provide understanding about the experiences that women of color have faced in their entry and upward advancement into administration in higher education institutions. The three overarching frameworks are historical, sociological, and organizational or institutional. The historical approach divides the chapter into three parts: the past (1960–1989), the present (1990–2010), and the future (2010 and beyond). Within these three time periods, major societal forces at work (during the specific time frame) will be used to help explain the extent and type of access women of color had within society's formal institutions. Since specific focus of the book/volume is on women of color in higher education, the third major tread is to reveal what and how university and colleges did to provide greater access and upward mobility for women of color or how such institutional action helped to impede.

Part I: The past shows that since and due to the Civil Rights Movement, women of color were preoccupied with access into higher education as students, faculty, and administrators. The past could rightly be termed the age of Tokenism (1960–1989). During the start, there were too few qualified women of color to be competitive for entry into faculty roles, let alone administrative positions. However, scarcity in numbers does not provide a full picture as to the slow access and low numbers. Instead, society's view was faulty, overly simplistic, and its intervention strategies hurt more than helped the situation. Particularly, the general thinking was that institutions were fair and okay, the problem lay with persons of color; they were disadvantaged in many ways, so they could not compete adequately. However, this one-sided view was biased and placed many unnecessary barriers for women of color and maintained favoritism and control for white males.

Part II: The present (1990–2010) demonstrates that progress by institutions of higher education (IHEs) to include women of color into administration was better but still unnecessarily slow and remained inadequate. While the initial strategies of affirmative action and blaming the victim for their plight were insufficient in the past, dynamics in society changed drastically in the present stage. Primarily, business in the United States, because of world competition, looked inward and out of necessity fundamentally reengineered itself. This one sweeping social dynamic caused traditionally discriminated groups to call for higher education to examine itself. In so doing, institutional racism was exposed and emphasized. No longer were women of color having to fit the white male mode for acceptance, and the customary “rites of passage” were questioned and altered, along with other practices. With a larger qualified pool of women of color due to past efforts, and to a larger extent a more level playing field in higher education, women of color enhanced their status. More importantly, the stage is now set for a much brighter future.

Part III: The future promises to be better for all: women of color, higher education, future generation of students, and society. Even though the conditions higher education institutions are facing are more difficult and the negative trends likely to persist, women of color can make great advances provided they capitalize on the events and assume some different roles. Specifically, it is proposed that women of color should actualize their natural leadership styles of participatory and transformational; they act as agents of change; and make a concerted effort to mentor and network younger women of color. Underlining the promise of a better future is that women of color know how to overcome hardships and they are better able to redesign institutions, change outdated practices, and shape the future of IHEs to fit the new paradigms. To date, on a microlevel this is what they have done to be personally successful, surely they can work on the macrolevel to make for stronger and effective IHEs.

Details

Women of Color in Higher Education: Turbulent Past, Promising Future
Type: Book
ISBN: 978-1-78052-169-5

Book part
Publication date: 24 July 2012

Jessie Kemmick Pintor, Carolyn Garcia and Ursula Reynoso

Purpose – To synthesize the literature on coping among adolescents of color in the U.S., we examine normative and circumstantial stressors, describe coping strategies, and…

Abstract

Purpose – To synthesize the literature on coping among adolescents of color in the U.S., we examine normative and circumstantial stressors, describe coping strategies, and summarize the literature on coping for the promotion of well-being among adolescents of color, including descriptive and intervention studies.

Methods/approach – We conducted an extensive review of the literature in four scientific databases (medline, CINAHL, ERIC, and PyschInfo) between July 2010 and June 2011 (key words: (minority) adolescent(s) (of color), cope/coping, stress (ors), and adaptation/psychological). Studies included in our review were peer-reviewed articles published between 2000 and June 2011 that presented original data on the coping strategies and outcomes of adolescents of color (e.g., studies including a majority from underrepresented racial/ethnic communities) between the ages of 12 and 18.

Findings – We identified a total of 91 articles for inclusion, including 83 descriptive and 8 intervention studies. We use a matrix approach to compare descriptive studies by their purpose, study design, sample, targeted stressors, and outcomes. We then discuss the eight interventions we identified, highlighting the targeted population, intervention protocol/adaptation, feasibility/acceptability, and study outcomes.

Implications – The breadth and depth of research on coping among adolescents of color has improved significantly over the past decade, yet our review reveals several areas where further exploration is needed, including research on intra-group differences, validation of coping measures in diverse groups, measurement of the effectiveness of coping strategies over time, and most importantly, the translation of available knowledge on effective coping into culturally relevant, multifaceted interventions for adolescents and their families.

Details

Health Disparities Among Under-served Populations: Implications for Research, Policy and Praxis
Type: Book
ISBN: 978-1-78190-103-8

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