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Finding a Voice in Predominantly White Institutions: A Longitudinal Study of Black Women Faculty Members’ Journeys Toward Tenure


by Bridget Turner Kelly & Rachelle Winkle-Wagner — 2017

Amidst increasing attention toward recruiting and retaining diverse faculty in academia, Black women faculty remain severely underrepresented in tenure-lines. As part of a longitudinal study of 22 women faculty, we explored four Black women’s journeys toward tenure. Despite being the only person of color in their academic program they found ways to use their voice in and outside the academy. Implications are shared for new ways of viewing individualism and collectivism in predominantly White universities.


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Cite This Article as: Teachers College Record Volume 119 Number 6, 2017, p. -
http://www.tcrecord.org ID Number: 21771, Date Accessed: 3/23/2017 10:20:29 AM

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About the Author
  • Bridget Kelly
    Loyola University Chicago
    E-mail Author
    BRIDGET TURNER KELLY is an Associate Professor in Higher Education at Loyola University Chicago. Her scholarship focuses on the experiences of women and people of color in predominantly White research universities, teaching social justice in graduate preparation programs, and how campuses can become more equitable environments. Recent publications include a co-authored article with Joy Gaston Gayles, Shaefney Grays, Jennifer Zhang, and Kamaria Porter in the Journal of Student Affairs Research and Practice (2015) entitled "Difficult dialogues: Faculty experiences teaching diversity in graduate preparation programs" and a co-authored article with Kristin McCann in the Urban Review (2014) entitled "Women faculty of color: Stories behind the statistics."
  • Rachelle Winkle-Wagner
    University of Wisconsin
    E-mail Author
    RACHELLE WINKLE-WAGNER is an Associate Professor in Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. Her research interests are focused on how students and faculty of color survive and thrive in higher education. Recent publications include an article in the Review of Educational Research (2014) entitled "Having their lives narrowed down? The state of African American women¹s experiences in higher education" and a co-authored article with Dorian McCoy in the Journal of College Student Development (2015) entitled "Bridging the divide: Developing a scholarly habitus for aspiring underrepresented graduate students through summer bridge program participation."
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