Search results

The academic sphere has in recent years become almost saturated in leadership-related processes, structures and positions. This is often explained through recourse to arguments concerning the pathologies of managerialism and the decline of academic autonomy. And yet one area where leadership-related thinking and development structures have not generally permeated is in relation to core research activities. As a result, thinking about research leadership, especially in relation to self-leadership and the governance of large inter-disciplinary ‘team science’ projects, is emerging as an important debate within academe. This chapter seeks to develop this debate by exploring what research leadership is and why it matters.

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).

This paper examines the identity talk of 30 activists from Hartford, Connecticut who work in the overlapping areas of labor, women's rights, queer organizing, anti-racism, community organizing, anti-globalization, and peace. Rather than seeing this talk as strictly a function of the collective action context, this identity talk is analyzed in terms of the multiple social influences that produce it. According to this model, activist identity can be shaped by ideologies derived from social movement culture, biographical experiences with racial, class, gender, and sexuality-based marginalization, and the cultural resources from both pre-existing and movement-based organizations. The analysis of open-ended interviews with activists reveals three somewhat distinct kinds of identity talk: ideological talk derived from either the 1960s white Left or from black nationalist traditions; biographical talk that highlights either a single dimension or multiple dimensions of marginality; organizational talk that references the mission, constituency, or organizing philosophy of the social movement organization of the activist as her/his impetus for activism. I also find that these differences in identity talk are associated with different patterns of social movement participation. This analysis challenges social movement scholars to study identity talk as a creative cultural accomplishment.

The study presented is a starting point in Spain about the invisible phenomenon of female delinquency behavior and juvenile justice. Studying girls who break laws certainly provides insight into the standards, practices, and social customs affecting young women in a particular time and space, as well as providing clues about the expectations of their gender.

This research is being based on socio-biographic interviews and the analysis of individual life histories (totaling 16). However, in order to increase the validity and credibility of the information collected using this method, further complimentary methods of collecting data were also employed, leading to a triangulation of methods. This consisted of the analysis of social and judicial case files/dossiers (44) and first-hand observation undertaken during one-month stay in a female juvenile reform institution for young women convicted of committing crimes between the age of 14 and 18. The girls could, however, remain at the institution to the age of 21.

Girls are often the victims of what might be called multiple situation of marginality in that their gender race and class have placed them at the economic periphery of society. Understanding their lives and choices of girls who find themselves in the juvenile criminal justice systems also requires a broader understanding of the contexts and process within which their criminal behavior is lodged.

This research has looked closely at the existing theory on women and crime, as well as the forms of participation, the processes, factors and contexts of social exclusion, and the role of women offenders in the Spanish Juvenile Justice.

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.

The aim of this chapter is to explore the marginal dimensions of disability, gender and caste in the context of Indian economy in recent globalizing times.

Using an intersectional approach it is argued that caste, gender and disability implicate and impact the opportunities available to persons as these account for the marginalities in a developing economy. The chapter is based on ethnographic and empirical data and it critically analyses the trends.

This study shows how social and cultural frames on one hand and the nature of diverse occupational pursuits on the other set the context within which a person with dalit ¹ status, with impairments and also a woman is likely to suffer the most. Social contexts are diverse and situation of persons within different groups varies. The chapter also examines state and NGO initiatives in this regard and suggests the limitations and possibilities of dalits with disabilities having access to resources within neo-liberal economy.

The findings expand the scope of disability research having policy implications.

The purpose of this paper is to describe a mentoring program developed at a large predominantly white research university that was aimed at retaining and advancing women faculty of color. The ADVANCE Scholar Program pairs each scholar for two years with a senior faculty member at the university who serves as an internal advocate, and with an eminent scholar outside the university who helps the scholar gain prominence in their discipline.

This paper offers a case study of the ADVANCE Scholar Program. The authors describe the intersectional approach to organizational change in this conceptual framework and provide a brief overview of the institution and precursors to the development of the Scholar program. The authors describe the program itself, its rationale, structure and participants in the program.

Overall, the program generated a positive reception and outcomes, and the authors suggest that such a program has the potential to make a positive difference in making the university a more supportive place for a diverse professoriate and recommend it as a model for adoption at other predominantly white research universities.

By publishing the operations and the outcomes of this faculty mentoring program, we expect to contribute broadly to a more supportive campus climate for a diverse professoriate. We have developed, implemented, and continue to study this successful model to retain minoritized faculty scholars in the professoriate.

Women faculty of color are often assigned to serve on committees to meet diversity objectives of the institution and are sought after by students of color from across the university, but this service is not considered. This program, the ADVANCE Scholar Program, pairs each scholar with a senior faculty member who serves as an internal advocate, and an external eminent scholar who guides the scholar in gaining national prominence. These efforts to retain and promote minoritized faculty scholars, altogether, have important implications on the pervasive issues affecting many members of academic communities at the individual, interpersonal and the institutional levels.

This case study provides an innovative strategy to tackle the lack of role models and the experiences of social isolation that occurs for women faculty of color with multiply marginalized status. Hence, women faculty of color benefit from a valuable, institutionally supported, university-wide mentoring program designed to increase diversity of minoritized faculty in the professoriate ranks.

In this chapter, we explore how our backgrounds as mixed-heritage Latinas influence our work as junior faculty members at a four-year public Hispanic-serving institution (HSI). Drawing on the conceptual lens of intersectionality, we address the question: how do our multiple social identities affect our identity development and socialization as faculty members?

As part of a critical mass of junior Latina scholars studying educational issues pertinent to the Latina community, we build a sense of community in what can be an isolated environment for women faculty of color. Using our own examples, we examine how two faculty members who might be considered “outsiders within” the Latina/o community draw on their Latinidad as a source of strength to employ their academic work in advancing social justice for Latina/os. Our identities have influenced us to take into account multiple social categories and social contexts in the study of educational phenomena. Serving as faculty within the institutional context of an HSI has distinctively influenced our socialization as new faculty.

We believe that this examination has implications for understanding how people can build cross-cultural collaborations and identify productively with communities that may not necessarily recognize them as “authentic.” Our exploration also offers insights for building a more inclusive academy, particularly for junior scholars from historically underrepresented backgrounds. Based on the themes identified in this research, we draw recommendations for university personnel interested in the recruitment and retention of Latina junior faculty. More broadly, this research has implications for developing support systems for faculty members who have been historically underrepresented in their fields and those who study marginalized populations.