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Research indicates that faculty of color in the United States face numerous challenges in the academy. To complicate their experiences further, children significantly impact academics’ work. Additional difficulties can arise in balancing work with familial responsibilities. Indeed, strategies to navigate parental obligations while engaging in professional activities are seldom examined among minority parents, across genders and institution types. In response, the current study investigates the intersectionality of race, gender, and parenthood on navigating a work–life balance in academia. This study examines 13 male and female minority parents from an array of institutions and explores their strategies for navigating professional advancement while managing familial obligations.

Our data suggest that parents of color often develop timesaving strategies to complete their work more efficiently. However, in order to do so, they tend to engage in professional and social isolation and to recalibrate personal expectations of work and accomplishments. Of importance, the study uncovered significant gender differences. While fathers faced comparable challenges, the findings indicate that familial responsibilities can disadvantage women more so by impacting their ability to foster professional relationships and potentially harm their emotional well-being. While most faculty of color face difficulties in the workplace, we argue that those with children, especially mothers, face additional challenges that should be addressed by home institutions to foster more equitable opportunities for professional growth.

This chapter presents the lived experience of 10 doctoral students and recent graduates from a North American University, who like graduate students elsewhere, have faced upstream battles against excessive faculty entitlement. The six sections of this chapter, each by different authors, explore how entitlement in the University, is experienced from different perspectives. The first four sections explore the deleterious effects of excessive faculty/teacher entitlement which can lead to competitiveness, selfishness and aggression. Section five focuses on student entitlement as experienced by an immigrant graduate teaching assistant, and section six explores how both faculty and student entitlement may be experienced at different stages of the immigrant experience. It is hoped that this chapter will create a platform with which to highlight these topics for ourselves and other doctoral students attending other universities, so that relationships and opportunities may improve for everyone.

This chapter highlights our survey that identifies faculty recommendations for incorporating emerging digital technologies to deliver eLearning content in online courses that help students learn more effectively. Results from the survey, which includes a sample of 478 online faculty at two higher education institutions, are presented.

In the findings of the survey, respondents identified several instructional technologies such as augmented reality (AR), virtual reality (VR), mixed reality (MR), and artificial intelligence (AI) as being on the cusp of changing learner engagement options and could soon become standard tools for the online course environment. While respondents predict an acceleration of new technology activity, they also caution that these technologies need a strong pedagogical foundation to match student needs and generate new use-learning real case scenarios.

This sentiment implies a more systematic approach to problem-solving that follows a process of identifying and refining multiple options to determine best practices for faculty preparation and staff development. The results of the survey included in this chapter are a directional means to help instructors and course designers explain what is relevant and exciting about techniques that can be employed and identify and use the emerging technological tools that enhance the delivery of instruction while meeting the ever-changing and dynamic needs of today’s learners.

Over the past several decades, there has been a growth in nonstandard professional work. One area where this can be seen is the academy, where tenure-track positions are being replaced by non-tenure-track (NTT) positions such as adjuncts and lecturers. Studies of nonstandard professional workers have found significant variation in job satisfaction, and this is also true for NTT faculty. Why is job satisfaction among NTT faculty so variable, and how can we understand it? Drawing on in-depth interviews with one hundred NTT faculty at two large public research universities, the author argues that NTT faculty vary in two important ways: the role of the income from their NTT job in their family and their pathway to the NTT position. The author develops a typology of NTT faculty based on these two dimensions and argues that these two dimensions intersect in important ways that affect the job satisfaction and job experiences of NTT faculty. The only group of NTT faculty that experiences high job satisfaction are those who prefer a NTT position over a tenure-track one, and who do not rely on the income from this job as the primary source of income for their family. This research has implications for understanding the job satisfaction of other nonstandard professional workers, who may vary in similar ways.

This chapter provides discursive space for story-telling to provide narrative reflection on the experiences associated with struggles and advantages attributed to advancing non-traditional perspectives into practice. I utilize an auto-ethnography (L. Anderson (2006). Analytical autoethnography. Journal of Contemporary Ethnography, 35(4), 373–395; C. Ellis & A. P. Bochner (2000). Auto-ethnography, personal narrative, reflexivity: Researcher as subject. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733–768). Thousand Oaks, CA: Sage; L. Richardson (2000). Writing. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 923–948). London: Sage) to detail my lived experiences as a scholar who has encountered the outsider-within status in academe (Collins, P. H. (2002). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Routledge.). I detail my dual role as a social agent and as an African-American female scholar and the complexities of teaching social justice while promoting the need for activism of social justice and equity in our U.S. schools. Therefore, this study amplifies silenced voices regarding challenges for African-American female scholars engaged in transformative pedagogy in academe. I will utilize a Critical Race Theory lens to examine the racialized experiences that persist for African-American faculty seeking to advance transformational perspectives in academe, and thus through teaching, helping students to realize inequities in K-12 classroom settings (Grant, C. (2012). Advancing our legacy: A Black feminist perspective on the significance of mentoring for African-American women in educational leadership. International Journal of Qualitative Studies in Education, 25(1), 101–117.).

There is a paucity of research on Asian American women's progress in higher education as faculty. This chapter contextualizes Asian American women as “Other” faculty who because of their race, gender, and presumed “foreigner” background are not seen as normal faculty. In disrupting traditional student–faculty relations where White males are considered normal and hold positions of power, Asian American women as women faculty of color are subject to being contested in the classroom. I examine here their classroom experiences with attention to student resistance and faculty agency through critical feminist, race, and intersectionality frameworks.

The study is based on a secondary data analysis of qualitative studies on Asian American women's classroom experiences in predominantly White institutions. It finds that students of all racial/ethnic and gender backgrounds may resist their faculty role, oftentimes through uncivil behaviors. Students hold racial, gender, and ethnocentric stereotypes and biases of their teaching capabilities and course offerings. Teaching race–gender–class–nation courses can contribute to lower or mixed course evaluations. In claiming their rightful place, Asian American women faculty seek to make a difference through student-centered learning, innovative pedagogy, and new curricula that prepare students for a diverse and global society. They demonstrate their authenticity, authority, and agency in the ways they navigate challenging classroom situations and serve as role models for all students and faculty.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.

We survey full-time accounting faculty holding terminal degrees about professional certifications. In addition to asking faculty about professional certifications they hold, we gather data about faculty’s experiences as well as their perceptions about the pursuit of professional certifications. We find significant results for the following items: faculty at non-doctoral schools are more likely to hold professional certifications than their doctoral counterparts; newer faculty are less likely to hold a professional certification, indicating a decreasing trend of accounting faculty who are professionally certified, and faculty teaching audit and taxation are more likely to hold a professional certification, denoting a higher practice credential requirement for faculty teaching in those areas. Our work also reveals faculty’s perceptions about the benefits of obtaining a certification to both teaching and research. By understanding the motivations and obstacles perceived by accounting faculty in their pursuit of professional certifications, universities can design reward systems that best suit their institutional mission while accommodating faculty pursuit of professional certifications in order to bridge the gap between accounting education and accounting practice.

This study examines and describes the experiences and perceptions of women and men associate professors from various academic disciplines as they chart and navigate their academic career trajectories.

Using a case study approach, we interviewed 11 purposively selected mid-career faculty members and five department heads.

Through the Social Cognitive Career Theory (SCCT), we identified issues of clarity, climate, self-efficacy, and gender disparity as major concerns for mid-career faculty.

This research is limited to a research-intensive university in the southeastern United States. The small study population and unique context limit the generalizability of the study.

Findings of the study provide a lens for university and college administrators, human resources professionals, and other institutional leaders to view professional development programs for mid-career faculty members at their own institutions. The findings also suggest a need for improvements to current family-friendly policies to reduce gender bias and retain women faculty members.

This paper offers practical recommendations to higher education administrators and human resources professionals on how to positively cultivate a better work climate and culture for mid-career faculty members. It also offers suggestions on how to be sensitive to and improve gender equity among mid-career faculty in higher education.

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).